Dissertationen zum Thema „Enseignement primaire – Coopération internationale“
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Gachet, Maryline. „Individu, groupe, coopération : Théorisations et pratiques du collectif dans l'éducation nouvelle en France (1922-1932)“. Electronic Thesis or Diss., Saint-Etienne, 2022. http://www.theses.fr/2022STET0050.
Der volle Inhalt der QuelleIn 1921, the New Education Fellowship (NEF) was founded during the Calais Congress. Seven rallying principles are erected in order to federate the pedagogical activists of the new education that it brings together. The principle of cooperation that it puts forward concerns the children for whom cooperation must enable learning, the educators who are called upon to cooperate to develop their teaching practices and the organization of the NEF itself, which presents itself as an organization international intellectual and militant cooperation.When the NEF was created, the cooperative movement was institutionalized in France and was based on the economic doctrine of Charles Gide. Cooperation is then a notion that the actors translate and articulate with their conceptions of the social world. The cooperative movement developed its educational action during the 1920s. In 1928, it founded the Office Central de la Coopération à l’École (OCCE), an organization dedicated to primary schools which highlights the vitality of the concept of cooperation in education. primary school in France during the 1920s.Through an actor-oriented approach, the aim is, on the one hand, to highlight the contribution of the NEF to cooperative pedagogy in France by exploring the different levels of cooperation that it promoted (cooperative international intellectual within the NEF, pedagogical cooperation between educators and cooperative educational devices developed by new education activists) and, on the other hand, to question the cohesion that the use of the term cooperation implies
Le, her Cyrielle. „Décrire et cοmprendre l’activité des cellules d'animatiοn pédagοgique zοnales au Sénégal : entre prescriptiοns institutiοnnelles et perceptiοns du dispοsitif par les enseignants à Dakar et en Casamance“. Electronic Thesis or Diss., Normandie, 2024. http://www.theses.fr/2024NORMC015.
Der volle Inhalt der QuelleThe aim of this work is to describe and understand the organisation of collaboration between teachers for the purposes of professionalisation in the Senegalese context. A study of prescriptions and actual practices reveals several trends. The loss of meaning may be reflected in the different evolving aims of the teachers, who modify the organisation and choice of themes addressed in the exchanges. The discontinuity between the prescribed and the actual may explain the lack of diversity of themes and the absenteeism of some teachers. Tensions and contradictions were observed with regard to the commitment of the actors and the use of IT and didactic tools. Teachers' personal initiatives show a desire to continue to collaborate through the zonal pedagogical coordination units. The institutional discourse highlights the successes of integrating IT tools into the system, particularly in Casamance, while the attitudes of the players in practice differ from case to case. They adjust according to the collective and individual dynamics of the system, in a top-down, bottom-up or iterative approach. Thus, collaboration between teachers within a working framework is presented as one of the possible avenues for professionalisation
Aron, Henri. „Coopérations enseignantes et limitation culturelle“. Paris 5, 1987. http://www.theses.fr/1987PA05H076.
Der volle Inhalt der QuelleA sociological approach to a human group and to an institution. The sample of the population referred to consists of thousands of French expatriates who have served as teachers in cooperation in Maghreb, black Africa and Madagascar. A specific corpus of about 700 individuals has been scrutinized partly with the help of computers. The result obtained by the author is the enunciation, definition and demonstration of the concept called "cultural limitation". In this era of interculturalism brought about by medias, the French teaching system combines as much institutional obsolescence as possible together with a from day to day management and a makeshift attitude concerning the future in the name of an empirical as well as explicit philosophy of the "permanent temporary". Thus the economy of a long term reflexion has been made at the expense of these teachers sent on an assignment. The individual aims of the latter usually convey an almost total ignorance of matter of fact situations. This initial ignorance is strengthened by the actual experience except in the case of some outstanding individuals. Xenophobia, embyonic or patent racism, scientistic or technological trends more often than not the outcome for the French teachers who cooperate and are left with the only ressource of their former training as French pupils, their own subjectivity and the indifference of institutions. All these symptoms lead to what has been described as the cultural limitation syndrome (C. L. S. ). Some suggestions have been made to pave the way for a brighter future provided that managers and teachers want it : to break the vicious circle of cultural limitation has been the aim of this work
Lallemand, Isabelle. „Des expériences de mobilité aux échanges interculturels dans un contexte d'internationalisation de l'enseignement supérieur“. Paris 3, 2007. http://www.theses.fr/2007PA030082.
Der volle Inhalt der QuelleIn the current context of internationalisation of higher education marked by student mobility, institutions, while becoming more and more plurilingual and pluricultural, do not seem very aware of the potential for intercultural exchanges. Mobility experiences are seldom considered as intercultural experiences and have no institutional recognition. Intercultural encounters are left to coincidence and individual experiences. Intermediate places and players in these encounters are not highlighted as such in institutional discourse. However, the mere presence of students from different languages and cultures in a higher education institution is not sufficient to create situations of intercultural encounters. This is why, according to us, higher education institutions should initiate intercultural exchanges. By doing so, they would move forward towards internationalisation while becoming real players in the creation of social cohesion. On the ground, in higher education institutions, some institutional places and players in intercultural exchanges have begun to emerge. Our research falls under the didactics of languages and cultures, open to interdisciplinarity, and borrows especially from contemporary anthropology, comprehensive sociology and the sociology of complexity. It deals with three Parisian higher education institutions and relies on a mixed corpus of interviews, institutional discourse and case studies. A central place is given to the accounts and experiences of 28 foreign students and students returning from abroad and the study includes ‘actionresearch’ conducted in the ‘FLE’ Department at INALCO (Institut national des langues et civilisations orientales) over the past few years
Kohstall, Florian. „Coopération internationale et consolidation autoritaire : une comparaison de la politique de réforme en Egypte et au Maroc : le cas de l'enseignement supérieur“. Aix-Marseille 3, 2009. http://www.theses.fr/2009AIX32085.
Der volle Inhalt der QuelleThis doctoral thesis examines the impact of international aid agencies on the reform agenda of North African countries. It analyses and compares the paths of higher education reform (1997-2007) in Egypt and Morocco, using analytical instruments pertaining to new approaches in public policy theory. For a long time, both countries appeared relatively immune against reform pressure from outside. Still, the analysis of their reform processes shows that the internationalization of higher education has been high on the agenda in both countries. Moreover, the participatory approach - as promoted by international aid agencies like the World Bank as part of its governance agenda - is practised in pushing through unpopular reform measures : in both countries stakeholders from political parties, non-governmental organization and the private sector took part in the reform process. The establishment of committees and commissions emerged as an important tool for those authoritarian regimes to widen their scope of participation. It is to be axamined how specific instruments, promoted by international organizations and bilateral donors, are integrated into a setting of authoritarian rule. The policy transfer between donors and recipients is relatively smooth as long as it concerns the realm of policies and a rather diffuse way towards internationalization through the implementation of foreign reform instruments in the university sector. Modes of transfer grow more subtle when the realms of power and politics are affected. This book provides an insight into the way authoritarian rulers adapt international reform commissions and committees, their members and their institutional environment. I shall argue that international aid agencies even provide the necessary support for this process of authoritarian consolidation, albeit non-intentionally and rather as an unintended consequence of their engagement. The comparison of Egypt's and Morocco's reform processes by means of an analysis of a specific sector (e. G. Higher education) serves as a microanalysis to understand how authoritarian regimes work. It also helps to understand the varieties of authoritarian regimes. Morocco was and is able to formulate a more comprehensive reform of its higher education system. The country demonstrates greater flexibility due to its monarchical system and its pluralistic nature. Egypt under Mubarak only applied a piecemeal type of reform, partly due to its rigid form of pluralism in a quasi-one-party system. Still, Morocco's flexibility should not be confused with a greater openness of its political arena. It is linked to a specific pattern of pluralism that is reproduced through the aforementioned reform processes
Fabre, Giacometti Corinne. „La coopération, l'autonomie et la communication au cycle 2 : mythe ou réalité?“ Toulouse 2, 1997. http://www.theses.fr/1997TOU20090.
Der volle Inhalt der QuelleAnalysis of the co-operation between children on the behaviour level in order to understand the mecanisms of communication and autonomy in a problem solving situation during the second cycle. Construction of an observation table for group behaviours which allows us to demonstrate that : - co-operation between children can be developped in the second cycle. - in this situation, the children communicate for a single reason : in order to find the solution for the problem encountered. - they show a high degree of autonomy both in pratice and in problem solving. - co-operation favorises better results in reading-writing. Two conditions are necessary for the co-operation to be efficient : - a regulating and conflictual presence of peers. - an accompanying presence by the adult-teacher
Troncin, Thierry. „Le redoublement : radiographie d'une décision à la recherche de sa légitimité“. Phd thesis, Université de Bourgogne, 2005. http://tel.archives-ouvertes.fr/tel-00140531.
Der volle Inhalt der QuelleCortier, Claude. „Institution de l'Alliance française et émergence de la francophonie : politiques linguistiques et éducatives : 1880-1914“. Lyon 2, 1998. http://www.theses.fr/1998LYO20003.
Der volle Inhalt der QuelleThe "alliance francaise was founded in 1884 by many personalities of the french government, for the "propagation" of the french language in the new colonies and in the foreign countries. During the first decade (1884-1894) the association organized the propaganda to provide funds to create schools in the "uncivilized" territories, and assist the private or religious institutions in the colonies orprotectorates in africa or asia, in the way of the international berlin conference of 1885. Then, the alliance francaise, decided to change its orientation and began an important action of propaganda and teaching in europe, america and latin america, where she will obtain an extraordinary development after the second world war. The first part of the thesis presents a discourse analysis of the propaganda for the association (1884-1890) to define the character, the image and to approach the ideology : lexical analysis and semantic comments about the terms "association, "alliance", "nation","patrie". The second part studies the emergent "francophonie" in the frame of colonial expansion. The analysis tries to design an epistemological disposition in the discourses about language-people-nation,the relationships between comparative philology and nascent social-psychological domain, on one side, and geographical and geopolitical configuration, on the other side, designing families of languages. A study of two geographical publications (o. Reclus and p. Foncin) about the french language in the world completes this part. The third part presents an analysis of laudatory discourses about french language pronounced by personalities like e. Renan or j. Simon and explains some processes of corpus planning in the institutionalization of the french language, representations and "mythifications" like universality or clarity, assimilation language-monument. The last part of the thesis examines the action of teaching and cultural assimilation in the colonies, the didactic experiments in relation with contemporary linguistics. The association founded in 1894 one of the first "summer university" for foreigner student or teachers of french language. A final study of the nascent "alliances" in latin america permits to imagine and look forward the future and successful development of the institution on this continent
Karatha, Diba Serge. „L' université du Gabon 1959-1986 : jeu des acteurs dans sa création et sa gestione : contribuer à l'histoire culturelle de l'Afrique centrale“. Aix-Marseille 1, 2010. http://www.theses.fr/2010AIX10003.
Der volle Inhalt der QuelleCremet, Françoise. „Étude de cas sur l'anglais des relations internationales dans le domaine du transport aérien : esquisse d'un enseignement spécifique“. Paris 9, 1987. https://portail.bu.dauphine.fr/fileviewer/index.php?doc=1987PA090013.
Der volle Inhalt der QuelleHow can we improve the effectiveness of our representatives to international meetings? The working language, english, is not their mother tongue. Can this disadvantage vis-a-vis the anglo-saxon delegates be overcome? Which teaching approaches might be suggested for this problem? The field of air transportation provides an excellent proving ground for resolving these issues. International by definition, it has given birth to a wide variety of organizations. Have airline companies tried to settle the problems met by their delegates taking part in the numerous meetings held under the auspices of these organizations? The teaching of general english is usually covered by vocational training. It would seem, however, that little has been done so far to deal with the specific needs of international meetings. The research presented here is based primarily on observations (surveys, recordings) made during the course of meetings dealing with various subjects and held at different hierarchical levels, within icao, iata or more specialized organizations several methods have been used to construct pedagogical principles : situational analysis, survey analysis, computerized lexical analysis, comparisons between different communicative situations, application of the system of discourse analysis developed by Sinclair and Coulthard to the language of meetings, notional functional analysis based upon Wilkins' taxonomy. This approach has led to proposals for specific teaching materials oriented towards three main objectives: 1- to train non-native speakers to recognize and use formal speaking procedures 2- to teach students how to present a paper in english and to demonstrate the specificity of the language used in conferences 3- to make learners practise both procedure and language through exercices based on authentic material. Such a course is geared to people at an intermediate or advanced level of general english and aims to help them acquire most of the socio-linguistic skills they need
Ouattara, Diénéba. „Éduquer aux questions de population : l'éducation en matière de population au Burkina Faso et ses implications dans l'enseignement secondaire“. Paris 1, 1997. http://www.theses.fr/1997PA010614.
Der volle Inhalt der QuellePopulation specialist agree to place standard of education or the education topic in the study of all the elements of the demographic phenomena. So, even the point of view are different about the actions to be carried out in the matter of population policy, it is how ever admitted that education is an important factor of demographic changes. That's why the world conference on population held in 1974 in Bucarest, called on all the countries to integrate the issues of education in their education system. Unesco and FNUAP there fore propose to promote an education policy specifically directed to the questions of population : education in the matter of population (E. M. P). In 1976, Burkina Faso adopted a strategy to place the E. M. P in its education system. The necessity of such an education could be well justified at a national level because of the various problems generated by the demographic behaviours (precocious and late procreation, fatalistic attitudes before the child illness, cultural practices which are noxious to the health of both the mother and the child. But it seems that the membership of Burkina Faso to such an education policy has been rather motivated by the financial assistance from the international organisations. This will cause many problems in the implantation of the project. The analysis of the education network in the secondary schools shows that the curriculum is unclear and unrealistic. Its follow the main difficulties for the effective integration of the E. M. P in the secondary schools programme. An enquiry in the secondary schools reveals the absence of the E. M. P issues in many branches of learning and also the deficiency of the school boys in some main demographic issues. The theoretical and practical framework of the E. M. P in Burkina Faso must be rethought because it more drawn from the international diagram and from the will of the financial backers than the local reality
Ann, Robraw. „Transition du système éducatif au Cambodge : engagement et résistance des acteurs au changement : le cas du programme de rattrapage scolaire de l'enseignement primaire“. Thesis, Normandie, 2019. http://www.theses.fr/2019NORMC001/document.
Der volle Inhalt der QuelleIn Cambodia, the education system is part of a context of reforms at all levels to respond to the accelerated changes in society.To understand the bureaucratic functioning of this educational system and to think about the conditions for greater efficiency, we have mobilized the theoretical framework of organizations (Crozier, 1963; Mintzberg, 1986, 1989) as well as an ethical and pedagogical approach that takes into account the mobilization of actors (Bruner, 1983; Durand, 1996).The research question of the thesis is as follows: what are the identifiable effects on the actors of the education system of a cooperation between the Ministry of Education of Cambodia and the NGO Pour un Sourire d'Enfant within the framework of a school accelerated learning programme that is introduced in the Ministry and for the Ministry? We present this programme in detail.On the methodological level, we mobilized different tools from all the actors concerned (observations, interviews, questionnaires)The results show that the actors have shown signs of implementing a new professional posture, particularly in terms of commitment, even if some teachers have remained behind for various reasons
Matasci, Damiano. „L'école républicaine et l'étranger : acteurs et espaces de l'internationalisation de la « réforme scolaire » en France (1870 - première moitié du XXe siècle)“. Paris, EHESS, 2012. http://books.openedition.org/enseditions/3851.
Der volle Inhalt der QuelleThis dissertation focuses on the internationalization of the « school reform » in France between 1870 and the first half of the 20th century. The aim is to rethink the history of the "école républicaine", mainly written from a national perspective, by examining the interactions between the construction of the french school system and foreign experiences. The dissertation is organized in three parts and explores the complex system of exchanges, contacts and borrowings wich participated in the construction of the modern school system. The first two parts analyze the production of knowledge on foreign school systems, the construction of school models and the role of french reformers within the educational international movement during the second half of the 19th century. The third part examines the uses of foreign references and the impact of the international circulation of pedagogical ideas in the setting up of primary and secondary education in France. The last chapter analyses the evolution of the internationalization process during the interwar period, and more precisely the action of international networks and organizations in the educational field. By crossing sources of several national archives, this dissertation thus contributes to place the history of French education in the European context
Medoukh, Ziad. „Internet et l'enseignement du français en Palestine : défi ou nécessité ?“ Paris 8, 2009. http://octaviana.fr/document/152362304#?c=0&m=0&s=0&cv=0.
Der volle Inhalt der QuelleFrench language learning in the Near East, and in particular the Gaza Strip in Palestine, is more than just a theoretical exercise in that it also serves a number of practical purposes. It provides young Palestinians with access to the outside world through the Internet, allows them to stay in touch with the French-speaking world and offers them prospects for the future against a background of imprisonment and blockade that is not conducive to creation of an optimum learning environment. The Internet as a tool for learning is therefore central to our research. This multimedia platform provides a common thread interlinking all the issues we currently face. There are several different teaching sites providing specific expertise, such as the Francophone digital campuses at Aleppo and Damascus or the Francophone resource centre at Gaza, which can be tapped through the Internet. The problem is that funding sources are uncoordinated and that initiatives and programs are not always properly matched. The Internet therefore also has to meet practical expectations in terms of co-operation between the different universities in the region (Lebanon, Egypt, Jordan, Palestine or Syria). How can we transform the Internet into a core element of the Palestinian educational and pedagogical system in order to create a rigorous and targeted framework for teaching French as a foreign language to students in the region? These are the main lines of investigation which have informed our research and which have provided a basis for formulating solutions. This thesis examines this issue from a two-fold perspective, namely the construction of a teaching environment in a way that takes due account of a social, political and educational reality
Kasse, Maguèye. „Les relations culturelles entre la RFA et l'Afrique subsaharienne (1949-1980) : leur place dans la politique extérieure de la République fédérale“. Paris 8, 1995. http://www.theses.fr/1995PA080915.
Der volle Inhalt der QuelleThe federal germany's foreign policy as applied to developing countries and specifically to the countries of sub-saharan africa gives no special place to cultural relations as such. Whether it is expressed in the general framework of development aid, or in that of training aid, "cultural aid for self-help" and its many guises, the record is generally unsatisfactory and necessitates repeated attempts at conceptualisation. Although this conceptualisation integrates various aspects of a shared demand for a new and more just world economic order, it nevertheless shows the limitations inherent in the very nature of cultural relations
Renard, Philippe. „Les politiques de l'enseignement supérieur en Europe: de l'intégration à l'harmonisation“. Doctoral thesis, Universite Libre de Bruxelles, 1998. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211983.
Der volle Inhalt der QuelleMELO, Ticiana Telles. „Mobilidade estudantil internacional de partida na UFC: experiências e formação no programa Duplo Diploma“. http://www.teses.ufc.br, 2008. http://www.repositorio.ufc.br/handle/riufc/3332.
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O presente trabalho se propõe a estudar a mobilidade estudantil internacional de partida na Universidade Federal do Ceará (UFC), por meio da análise de um de seus convênios – o programa Duplo Diploma. Entendendo a mobilidade como um processo multidisciplinar, consideramos haver uma adequação entre a leitura desse movimento e a interpretação atual de currículo, encetada por teóricos como Costa (1999), Doll Jr. (1997) ou Silva (2001; 2002). Com essa tese, pretendemos: 1) construir um material cartográfico do programa Duplo Diploma, no sentido da confecção de uma cartografia da mobilidade de partida dos estudantes da UFC; 2) averiguar a importância e a pertinência da construção da competência em francês língua estrangeira como uma das condições para o ingresso no programa, bem como na formatação da identidade do sujeito em vias de integração e adaptação a um novo espaço e tempo; 3) avaliar como se dá a dupla diplomação na formação acadêmica, lingüística e cultural do jovem beneficiado; 4) analisar como a UFC vem se preparando para assumir o papel de uma instituição formadora para a mobilidade. Na confecção do trabalho, valemo-nos de vários instrumentos centrados na metodologia de pesquisa qualitativa. Cotejamos a leitura dos estudiosos selecionados com a interpretação das entrevistas que nos foram cedidas por dezessete estudantes e quinze professores envolvidos com o processo de internacionalização dos estudos. A partir desse cruzamento de informações, verificamos as seguintes categorias para a interpretação da mobilidade estudantil como currículo formativo: a inclusão do aluno em situação de mobilidade, a questão do mérito frente à participação em programas internacionais, e a construção da autonomia do jovem participante. Os dados nos permitem concluir que a formação para a internacionalização na UFC ainda é um processo incipiente e que essa instituição precisa rever seu papel enquanto formadora para a mobilidade, esclarecendo seus alunos sobre todas as possibilidades de tornar essa prática mais freqüente, e promovendo iniciativas que lhes facilitem a adaptação no sistema educacional de destino.
Ce travail cherche à étudier la mobilité étudiante sortante vers l’étranger au sein de l’Université Fédérale du Ceará (UFC), par l’analyse de l’un de ses programmes – le programme Double Diplôme. En comprenant la mobilité comme un processus multidisciplinaire, on considère qu’il existe une adéquation entre la lecture de ce mouvement et l’interprétation actuelle du curriculum, présentée par des théoriciens commme Costa (1999), Doll Jr. (1997) ou Silva (2001; 2002). Avec cette thèse, on prétend: 1) constuire un matériel de mémoire du programme Double Diplome; 2) vérifier l’importance et la pertinence de la construction de la compétence en Français Langue Étrangère comme l’une des conditions imposées à la participation au programme, mais aussi comme un élément de formation de l’identité du sujet cherchant à s’intégrer dans de nouveaux contextes temporels et spatiaux; 3) évaluer certains moments de la double diplomation dans la formation académique, linguistique et culturelle du jeune participant; 4) analyser les moyens par lesquels l’UFC se prépare pour dévélopper le rôle d’une institution formatrice pour la mobilité. Dans la construction du travail, on a choisi plusieurs instruments de la méthodologie qualitative. On a établit une passerelle entre la lecture des chercheurs sélectionnés et l’interprétation de l’ensemble des interviews (quinze étudiants et dix-sept professeurs). A partir du traitement des informations, on est arrivé à des catégories importantes pour l’interprétation de la mobilité étudiante en tant que processus formatif. En voici les catégories: l’inclusion de l’étudiant en situation de mobilité; la quesiton du mérite face à la participation en programmes internationaux; et la construction de l’autonomie du sujet en formation. Les données nous ont permis de conclure que la formation pour l’international au sein de l’UFC est un processus marqué par la fragilité. On peut dire également qu’il est urgent que l’instituion revise son rôle formateur pour la mobilité, pour que ses étudiants connaissent toutes les possibilités de rendre plus fréquente cette pratique et pour que l’UFC soit capable de promouvoir des politiques qui rendent plus facile l’adaptation de ses étudiants dans le système éducatif d’accueil.
De, souffron Pierre. „L'enseignement supérieur américain face aux enjeux de la mondialisation : l'exemple des écoles d'ingénieurs américaines“. Thesis, Strasbourg, 2012. http://www.theses.fr/2012STRAA021.
Der volle Inhalt der QuelleThe thesis aims to highlight the means implemented by the higher education system in America to maintain a dominant position in terms of research and innovation. It reports on strategies for recruiting and training U.S. universities mainly internationally oriented in terms of excellence. Assuming that the higher education structure in the form of a competitive market at a time of economic globalization, the thesis shows, through the prism of engineering schools and their students at Graduate redistribution multipolar market of higher education according to international tenders offered in particular by emerging powers (BRICS) modeled on the Anglo-Saxon model. The thesis shows how well these students are new actors-resources "nomadic" keepers of the economic development of nations by their ability to innovate. It therefore underlines the nesting of a regional plan for the different actors involved in economic development in this demonstration as taking the work of the sociology of organizations Crozier and Friedberg that the new institutionalism defended by P. Hall and R.Taylor. For all thesis emphasizes the stranglehold of the individual student in the choice of training after which a rational (Weber) will opt for the more interesting training according to the criteria that will be clean. This thesis sheds light on the importance of these students through technological innovation they bring to the American nation offering a decisive strategic advantage in the international balance of power. Similarly, it demonstrates the irreversibility of the system of American higher education and engineering schools to strengthen its international recruitment in a globalized context
Massey, Martin. „Élaboration d'un instrument de mesure visant à établir le niveau de collaboration entre deux co-enseignants en enseignement de l'éducation physique et à la santé au primaire“. Mémoire, 2009. http://www.archipel.uqam.ca/2600/1/M11123.pdf.
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