Auswahl der wissenschaftlichen Literatur zum Thema „Étudiants guinéens“
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Zeitschriftenartikel zum Thema "Étudiants guinéens"
Maciel, Wellington Ricardo Nogueira. „USOS DE UMA CIDADE DA LIBERDADE: estudantes africanos em Redenção“. Caderno CRH 30, Nr. 79 (22.09.2017): 189–201. http://dx.doi.org/10.9771/ccrh.v30i79.20026.
Der volle Inhalt der QuelleSow, Abdoulaye, Monique Van Dormael, Bart Criel, Sayon Conde, Michel Dewez und Myriam de Spiegelaere. „Stigmatisation de la maladie mentale par les étudiants en médecine en Guinée, Conakry“. Santé Publique 30, Nr. 2 (2018): 253. http://dx.doi.org/10.3917/spub.182.0253.
Der volle Inhalt der QuelleMérot, P., und J. Filledier. „Résultats de recherches sur les écrans pour la lutte contre <em>Glossina tachinoides</em> en zone de savane soudano-guinéenne (Burkina Faso)“. Revue d’élevage et de médecine vétérinaire des pays tropicaux 42, Nr. 4 (01.04.1989): 545–50. http://dx.doi.org/10.19182/remvt.8760.
Der volle Inhalt der QuelleBlum, Françoise. „Années 68 postcoloniales ?“ French Historical Studies 41, Nr. 2 (01.04.2018): 193–218. http://dx.doi.org/10.1215/00161071-4322918.
Der volle Inhalt der QuelleSomparé, Ester Botta, und Abdoulaye Wotem Somparé. „Les étudiants guinéens face aux incertitudes de l’insertion professionnelle“. Les Cahiers d'Afrique de lEst, Nr. 54 (23.06.2020). http://dx.doi.org/10.4000/eastafrica.1201.
Der volle Inhalt der QuelleDissertationen zum Thema "Étudiants guinéens"
Diallo, Mamadou Aliou. „Les étudiants Africains en France : le cas des étudiants guinéens dans les universités de la région parisienne“. Electronic Thesis or Diss., Paris 8, 2021. http://www.theses.fr/2021PA080052.
Der volle Inhalt der QuelleAfrican students in France. The case of Guinean students in universities of Paris region Benefiting by the selective quantitative democratization set up by Campus France, Guinean students leave their country to continue their studies in France with the hope of getting an international degree/diploma that could lead to national or international employment.I am attemping to study the presence of students in various French universities, the administrative procedures they follow to come to France, their motivations, their socio-professional category and the level of study of their parents, the financing of their trip and studies, the conditions of their life and studies and also their intentions to return after their studies have been completed here in France.French politicians, in the context of the state, fixe the criteria for immigration of African students to the territory ; it is a way to control immigration. Therefore it represents a doctrine thought by the state, the only legally constituted actor to monopolise the issue of immigration. In the length of time, depending on the contexts, politicians focused on the construction, deconstruction and reconstruction of the models of reception of those students in order to improve direct immigration to French territory.Students seek to achieve their goals, adapt to the university system and validate their semester by abiding by the legal texts of the State.The duality of the objectives, those of the state and those of the students, is an asset for the academic migration in France. It reminds us of the relation of interdependence between the different actors involved in this process
Diaoune, Thierno Moussa. „Analyse des effets de Facebook et des applications mobiles digitales éducatives sur les résultats universitaires des étudiants de la langue anglaise de l’Institut Supérieur des Sciences de l’Education de Guinée : Cas de la cohorte de 2015“. Thesis, Lille 3, 2020. http://www.theses.fr/2020LIL3H046.
Der volle Inhalt der QuelleThis thesis focuses on the use of Facebook and digital educational mobile applications as devices for mediating English language learning. It analyses the impact of these nomadic devices on the English language learning of students at the Higher Institute of Educational Sciences of Guinea (ISSEG).The absence of a Digital Language Resource Centre (DLRC) at ISSEG leads teachers and learners to focus on these tools that socialize, transform and transmit knowledge in the pedagogical sphere. Today, these non-formal tools quite naturally mobilize attention and influence practices in one way or another. The aim is to understand how the implementation of a social mediation system supported by free mobile applications from the start of the licence1 influences the learning of English. More concretely, 53 students 1st year served as an experimental group in Basic Writing.The subject we are dealing with has been the subject of several works that are part of a scientific concern of other researchers (Benali et al., 2018; Nijimbere, 2013; Rabardel, 1995, Lave & Wenger, 1991; Hanson & Robertson, 2007, Villemonteix and Khaneboubi, 2014, Béziat, 2012). In Guinea, English is considered a foreign language and is learned late in the academic process. The Institut National de Recherche et d'Action Pédagogique (INRAP) decided in 2013 to overhaul the existing English language curriculum (MOBEL) to cover both upper secondary and lower secondary schools. For INRAP, bachelors enrolled in the English language stream at university would not feel very comfortable and would lack prerequisites. An analysis of 149 transcripts of the Baccalaureate session 2015 shows that they are not the most deserving ones who are oriented at ISSEG. Of the 149 transcripts analysed, 93 have a low average in the Baccalaureate (average < 10/20). That is to say 57% of the 93 have a mark in English < 10/20. The mode and median of the observations stabilize at 10/20 and the average at 9.96. As a result, the failure (46%) and drop-out (22.5%) rates for the English-language Baccalaureate 1 are relatively high at the ISSEG. After the didactic exploitation of the system, the analysis of the academic marks and the texts published in the account allow us to affirm that the practice of Facebook in 1st year has influenced the academic results of the 28 most active students. In Basic Writing, the group1 (experimental) had an average score of 6.39, relatively higher than the group2 (control), which obtained 6.15. Even if this influence is not very significant compared to the averages of the two groups, the individual interviews reflect the positive effect of the community set up.Finally, by wondering about the conditions for the efficient use of open source applications in southern countries, which can promote Basic English skills, most of the respondents test their virtues. However, the fact remains that integrated basic competences remain limited to the lower level of the taxonomy of cognitive-type learning in Bloom’s (1956).In the perspective of research, the generalized use of social networks, free applications by students contribute to the development of learning strategies and also to visual and sound skills, essential for mastering intonation, rhythm and the understanding of English? One wonders how these teacher-trainees will be able to support the university program and thus become professionally qualified ?
Bah, Mamadou Bhoye. „Apports, limites et enjeux de l'apprentissage par problèmes pour le développement de compétences associées au champ de l'éducation relative à l'environnement : une étude de cas en milieu universitaire guinéen“. Thèse, 2012. http://www.archipel.uqam.ca/5267/1/D2399.pdf.
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