Academic literature on the topic 'Conditions de scolarisation'
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Journal articles on the topic "Conditions de scolarisation":
Florin, Agnès. "L’école à deux ans ?" Diversité 170, no. 1 (2012): 99–105. http://dx.doi.org/10.3406/diver.2012.3642.
Kergoat, Michelle. "Quelques aspects de la scolarisation secondaire dans les départements français au XIXe siècle." Population Vol. 45, no. 3 (March 31, 1990): 617–49. http://dx.doi.org/10.3917/popu.p1990.45n3.0649.
Cortier, Claude. "Dispositifs et classes pour les nouveaux arrivants allophones." Diversité 153, no. 1 (2008): 15–23. http://dx.doi.org/10.3406/diver.2008.2908.
Dupeyron, Jean-François. "L'enfant au centre de la cible." Diversité 141, no. 1 (2005): 17–23. http://dx.doi.org/10.3406/diver.2005.2404.
Korsu, Emre. "L’évitement scolaire par déménagement." Diversité 139, no. 1 (2004): 107–18. http://dx.doi.org/10.3406/diver.2004.2343.
Narame, Ernestine. "L’expérience scolaire des enfants rwandais élevés par des femmes cheffes de ménage." Alterstice 9, no. 2 (October 14, 2021): 119–30. http://dx.doi.org/10.7202/1082533ar.
Méloni, Dominique. "Le projet Personnalisé de Scolarisation : dire et malentendu d’un dispositif d’inclusion." psychologie clinique, no. 50 (2020): 60–71. http://dx.doi.org/10.1051/psyc/202050060.
Liégeois, Jean-Pierre. "Le droit à une éducation scolaire de qualité pour les Roms." Diversité 188, no. 1 (2017): 129–37. http://dx.doi.org/10.3406/diver.2017.4447.
Dandurand, Pierre. "Mouvements de la scolarisation, conditions de vie des étudiants et politiques d’accessibilité à l’université." Articles 17, no. 3 (November 23, 2009): 437–63. http://dx.doi.org/10.7202/900709ar.
Warren, Michel. "L’école à 2 ans : vers une perspective de réussite scolaire ?" Diversité 152, no. 1 (2008): 133–38. http://dx.doi.org/10.3406/diver.2008.2884.
Dissertations / Theses on the topic "Conditions de scolarisation":
Zeroulou, Zaihia. "Mobilisations familiales et conditions de scolarisation des enfants : le cas de l'immigration algérienne." Lille 1, 1985. http://www.theses.fr/1985LIL10146.
Gomis, Pierre. "Scolarisation et promotion féminines au Sénégal : différenciation sexuelle et disparités sociales devant l'école." Aix-Marseille 1, 1999. http://www.theses.fr/1999AIX10046.
Gaparayi, Gaspard. "Dynamiques identitaires et relations de genre : à propos de la scolarisation des filles au Rwabda." Pau, 2009. http://www.theses.fr/2009PAUU1011.
Scientific interest of this research focuses on understanding of the gender mainstreaming. Indeed, gender, women's education and development issues have become lately a place of researchers and all national and international actors positions singularities expression (experts, bureaucrats, responsible NGOs, etc. ) who live other development and mobilize material and symbolic resources therefore considerable. The first part of the thesisfeatures geographical, demographic and historical aspects of Rwanda. The second part entitled "Gender education and schooling for girls in Rwanda" is a retrospective look set focused on traditional education to which the enrolment will be graft; the thesis examines how, through school systems which are succeeded from installation of colonization until today, transformations of education in favour of women were instituted. The third part of the thesis entitled "girls' education and dynamics of gender in Rwanda. ", is a summary analysis of progress induced movement school and educational overview. From the examination of the feminist movement in the world, we have oriented reflection on the part of the elites in the process of social change of mentality on their role in the production of ideology and in political power management. Here, the instrumentalisation of the body of the woman during wars and genocide as well as the low places occupied in decision-making bodies illustrates the fate by political and administrative elites. The theory ends on the assessment of its kind in Rwanda policy issues and suggests avenues of reflection on the conditions of social change. Here, the reflection is particularly oriented on-site education in the apprehension of the problems in relation to equality, equity and gender complementarity
Oyane, Mbeng Jessica Falonne. "La persévérance des bacheliers multi-redoublants au Gabon. Analyse des covariances entre conditions de scolarisation et persistance ou régulation des difficultés." Electronic Thesis or Diss., Université de Lille (2022-....), 2023. https://pepite-depot.univ-lille.fr/ToutIDP/EDSHS/2023/2023ULILH065.pdf.
This study focuses on the perseverance of multi-doubling baccalaureate, in a very specific Gabonese context. It is characterised by class sizes which can reach 100 pupils in state education and annual repetition rates that are among the highest in the world: more than twice the African average (close to 15%). The main purpose of this research thesis is to point out the academic conditions that enable pupils who have experienced persistent difficulties to endure them, without giving up and to make sufficient progress to obtain the averages required for promotion to the next class and then to obtain a general baccalaureate. averages required to pass to the next class and then to obtain their high school diploma. Based on life stories collected from three major universities in Libreville during the 2020-2021 academic year, case studies taking into account recurrences and causal links were carried out. The results highlight the various conditions under which students attend school, and a focus on the various possibilities for support or stimulating interaction likely to encourage them to persevere or to make more or less clear and lasting progress in their learning. This qualitative approach therefore specifically points on a particular context that forces us to rethink the issue of doubling a year, and its effects in a more nuanced way. Of course, doubling a year is not a satisfying solution, but in a Gabonese academic school context where pupils are deprived of pedagogical interactions that help them to overcome their difficulties, doubling a year gives them extra learning time. And for some of them, it accelerates their progress when they finally have access to stimulating socio-cognitive interactions
Houetchenou, Gbétonhoun Bernard. "Le soutien des parents dans la scolarisation des enfants au sud du Bénin : cas de la commune de Sô-Ava." Thesis, Besançon, 2013. http://www.theses.fr/2013BESA1019.
The main purpose of this research work is to make explicit, and understand the mechanisms underlying aspects of the relation between children of 5 to 6 years adaption to school and parental support in unprivileged life conditions. To succeed in doing this, we submitted to the facts proof our model of parental school support which deals with poverty and/or insecurity, perceptions and representations of difficulties related to adaptation to school, socio-family support, models of family socialization and parental commitment in school. The first step dealt with evaluation of how 146 children in Primary One adapt to school through a questionnaire filled by teachers (Florin, Guimard & Nocus, 2002). The second step is devoted to collection of information through directed talk with 48 parents (24 parents whose children adaptation to school is suitable and 24 parents whose children have difficulties in adaptation to school) upon dimensions of parental support in school. The results obtained give proof of important links between most of the variables of our model of parents’ support and children adaptation to school. On the basis of those links, three types of parents’ profiles who either promote or make problematic children adaptation to school are established:(i) Parents who promote on some average children adaptation to school(ii) Parents who strongly promote children adaptation to school(iii) Parents who produce difficulties to children adaptation to schoolThose type profiles vary in particular according to the perceptions and representations parents have of their life conditions, their children difficulties at school, of family and social support they have or not, of the family socialization model they promote and of their commitment in school. The result of this research work will be better off being popularized to parents and teachers. Better, their being taken into account in strategies of early prevention of children’ difficulties in adaptation to school through professionals of education’s actions with families are so much paths of work that we will carry on with as a continuation of this research work
Abdourahman, Houssein. "Pour l’enseignement du français et des « langues nationales » à Djibouti : conditions pour une didactique intégrée dans l’enseignement des langues." Thesis, Montpellier 3, 2010. http://www.theses.fr/2010MON30080.
This brainwork is a reflection about using french language in schools in Djibouti. Faced with overcrowded classrooms and the general decline in the level of french language in early elementary school, it was necessary to review the condition of french teaching in the republic of Djibouti to improve the performance of the educational system. To improve mastery of French language in school and to contribute to success, it should be necessary to take into the djiboutians nationals languages. Through these it is more efficient to transmit the basic elementary curriculum (at least for the early year) without neglecting French language instruction. Thus, the learner, by working back and forth meta-linguistically (unconsciously and consciously), can compare the two languages, make positive transfer by cross-linguistic influence and avoid interference with the source language in learning french. The bilingual students perform better in classroom content and also develop strategies for learning languages
Séchet, Raymonde. "Mythes égalitaires et pauvretés dans le Maine." Caen, 1986. http://www.theses.fr/1986CAEN1011.
Poverty in rich countries can't be understood without taking into consideration the spatial dimension. That contributes to reveal all that is hidden by the discourses that usually give the poverty the first place in actuality. The local approach of this subject in the Mayenne and the Sarthe shows that poverty which may be passed from one generation to the next can't be separated from the inegalitarian process which are set in the spatial spaces. Egalitarian myths and poverty in the maine attempt of social geography
Garnier, Denis. "Les migrations urbaines de travail : une approche bioculturelle de leur impact dans le temps sur la maturation pubertaire, l'état nutritionnel et la croissance d'adolescentes sénégalaises." Paris 6, 2003. http://www.theses.fr/2003PA066131.
Lewandowski, Sophie. "Le savoir pluriel : école, formation et savoirs locaux dans la société gourmantchée au Burkina Faso." Paris, EHESS, 2007. http://www.theses.fr/2007EHES0022.
The Gourmantche province of Gnagna is a marginalized area where school enrolment rates rank among the lowest in the world. Recently, it has experienced the unprecedented development of différent types of schools prompted by national educational policies. Those policies advocate the enhancement of local knowledge in order to adapt schools and training centres to remote, isolated areas. This course of action - influenced by NGOs and, above all, neoliberal funding agencies - lacks adequate coordination at the national level. So a handful of experts are rewriting local culture in order to incorporate it into official textbooks and curricula and, hence, to build a new social model. But the rationale underlying the daily practices, education strategies and life paths of teachers, learners and their families at grass-roots level differs from that of the décision-makers. This study shows that people today have a more individualized relationship with knowledge - in terms both of its social and cognitive meaning - in Burkina Faso without going so far as to reproduce the western model
Wagner, Laurent. "Aid effectiveness, performance and vulnerability : new perspectives." Thesis, Clermont-Ferrand 1, 2013. http://www.theses.fr/2013CLF10421.
Aid effectiveness is a complex issue. Aid comes in many instruments, has many targets and involves many stakeholders whose objectives, methods and philosophy greatly differ across countries and institutions. From this mixed bag, economists have struggled finding strong regularities at the macroeconomic level to guide the political debate and consensus have failed to emerge. Hence, political stances have often been influenced by strong assumptions based on weak or at least hotly debated evidence. This work is an attempt to provide new perspectives on the aid effectiveness debate through seven essays. The first three chapters address the technical question of the aid/growth relationship issue using new approaches and new statistical instruments in an attempt to overcome most of the caveats of the aid empirical literature. We show that the aid/growth relationship is complex and difficult to measure using common statistical methods. Moreover, while aid is globally effective, its effectiveness depends on different factors reflected by the existence of conditional and unconditional thresholds. Among those factors, economic vulnerability seems to be a key component that has to be taken into account in order to identify this relationship. In a second part, we try to assess the effectiveness of two flagship initiatives which are Aid for Trade and Universal Primary Education with regards to the outcomes they ultimately target, namely, export performance for the former and school enrolment, gender parity and repetition rate in primary school for the later. As in the first three chapters, our results support the existence of a significant relationship between aid and the targeted outcomes. Those results, notably for the education sector, clearly argue against the idea that aid has done more bad then good. Finally, based on previous results, in a third part, chapters six and seven explore the mean to improve the current aid allocation strategies used notably by the Multilateral Development Banks. One of the main conclusions is that economic vulnerability is a central factor to be taken into account in the design of aid allocation strategies
Books on the topic "Conditions de scolarisation":
Groupe d'information et de soutien des travailleurs immigrés. La scolarisation des enfants étrangers: Le droit à l'école, les conditions d'inscription, modèles de recours. 3rd ed. Paris: Gisti, 2007.
J, Mususa Ulimwengu. Scolarisation de la femme et croissance économique: Analyse des canaux de transmission. [Kinshasa]: Université de Kinshasa, Faculté des sciences économiques, Institut des recherches économiques et sociales, Centre d'analyse et de prospectives économiques, 1997.
Mbala, Owono Rigobert. Scolarisation et disparités socio-économiques dans la Province de l'Est au Cameroun. Yaoundé: Editions CEPER, 1990.
Rabevohitra, B. Nirina. Evaluation des impacts des appuis apportés dans le domaine de l'éducation sur la scolarisation des enfants en milieu rural au niveau de quelques observatoires. [Madagascar?: s.n.], 2007.
L' école et les filles en Afrique: Scolarisation sous conditions. Paris: Karthala, 1998.
La scolarisation des enfants rroms en France. Influence de la socialisation familiale et des conditions résidentielles: De bidonvilles à l'école. Saarbrücken, Germany: Editions universitaires européennes, 2014.
Book chapters on the topic "Conditions de scolarisation":
DRAGOVIC, Mila. "Enseigner en français et enseigner le français aux collégiens allophones." In Formation linguistique des apprenants allophones et pédagogies innovantes, 185–210. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.4174.
Krop, Jérôme. "Chapitre I. Modernisation de l’enseignement primaire public et amélioration des conditions de scolarisation." In La méritocratie républicaine, 31–44. Presses universitaires de Rennes, 2014. http://dx.doi.org/10.4000/books.pur.50123.