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Academic literature on the topic 'Enseignement primaire – Coopération internationale'
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Journal articles on the topic "Enseignement primaire – Coopération internationale"
DIARRA, Mamadou. "La Formation à distance (Fadis) de l’EBAD : Une expérience d’offre de formation francophone à mutualiser." Revue Sénégalaise des Sciences de l’Information 00, no. 1 (June 25, 2020): 45–54. http://dx.doi.org/10.61585/pud-ebad-v00n105.
Full textMAUGEY, B., G. LAGARDE, M. FLUSIN, M. LACQUEMENT, C. PAUGAM, and G. HEREDIA. "Bilan de l’année d’activité 2008-2009 de la cellule de régulation médicale de Kaboul (Med RC C)." Médecine et Armées Vol. 39 No. 4, Volume 39, Numéro 4 (October 1, 2011): 347–58. http://dx.doi.org/10.17184/eac.6570.
Full textRadhouane, Myriam, and Abdeljalil Akkari. "Élèves d’hier, étudiant-es d’aujourd’hui, et enseignant-es de demain. Quels rapports les étudiant-es en formation en enseignement primaire entretiennent-elles/ils avec les enjeux de diversité culturelle ?" L’éducation en débats : analyse comparée 13, no. 1 (February 27, 2024): 90–107. http://dx.doi.org/10.51186/journals/ed.2023.13-1.e1215.
Full textDe Oliveira, Adilson Ribeiro. "Peut-on prendre le PISA au sérieux ? Entretien avec Bertrand Daunay et Daniel Bart." Scripta 23, no. 48 (October 30, 2019): 187–99. http://dx.doi.org/10.5752/p.2358-3428.2019v23n48p187-199.
Full textEscartín Arilla, Ana. "Enseignement et apprentissage de la langue espagnole pour la coopération internationale : le cas des masters en France." ILCEA, no. 32 (July 1, 2018). http://dx.doi.org/10.4000/ilcea.4800.
Full textWeber, Linda. "Internationalization at Canadian Universities: Progress and Challenges." Comparative and International Education 36, no. 2 (October 1, 2007). http://dx.doi.org/10.5206/cie-eci.v36i2.9095.
Full textDissertations / Theses on the topic "Enseignement primaire – Coopération internationale"
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.
Full textIn 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.
Full textThe 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.
Full textA 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.
Full textIn 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.
Full textThis 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.
Full textAnalysis 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.
Full textCortier, 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.
Full textThe "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.
Full textCremet, 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.
Full textHow 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
Books on the topic "Enseignement primaire – Coopération internationale"
Gaudet, Denise. La coopération en classe: Guide pratique appliqué à l'enseignement quotidien. Montréal, Qué: Éditions Chenelière, 1998.
Find full textChantale, Métiver, ed. Coup de main: Éducation aux valeurs par le théâtre la coopération. Montréal, Qué: Éditions de la Chenelière, 1998.
Find full textHowden, Jim. La coopération au fil des jours: Des outils pour apprendre à coopérer. Montréal, Qué: Éditions de la Chenelière, 1997.
Find full textGarceau, Marie-Luce. Alphabétisme des adultes en Ontario français: Résultats de l'enquête internationale sur l'alphabétisation des adultes. Sudbury, Ont: Centre franco-ontarien de ressources en alphabétisation, 1998.
Find full textSabourin, Martine. Coopérer pour réussir: Préscolaire et 1re cycle. Montréal, Qué: Éditions de la Chenelière, 2002.
Find full textJohanne, Potvin, ed. Coopérer à cinq ans. Montréal: Chenelière/McGraw-Hill, 2005.
Find full textMarcucci, Pamela Nichols. Femmes et développement. Bruxelles: Commission des Communautés européennes, 1992.
Find full textTrade, Canada Dept of Foreign Affairs and International. Education : agreement between Canada and the European Community establishing a cooperation programme in higher education and training (with annex), Brussels, December 19, 1995 in force January 1, 1996 = Éducation : accord entre le Canada et la Communauté européenne établissant un programme de coopération dans le domaine de l'enseignement supérieur et de la formation (avec annexe), Bruxelles, le 19 décembre 1995, en vigueur le 1er janvier 1996. Ottawa, Ont: Queen's Printer for Canada = Imprimeur de la Reine pour le Canada, 1996.
Find full textpopulaire, Collectif québécois d'édition, ed. Stages internationaux: De l'illusion d'aider à la solidarité : récit d'une expérience de sensibilisation à la solidarité internationale. Québec: Collectif québécois d'édition populaire, 2008.
Find full textCanada, Canada Foreign Affairs. Education : exchange of notes amending the agreement between the Government of Canada and the Government of the United States of America for the establishment of a Binational Educational Exchange Foundation, Ottawa, 29 July 2003, in force 29 July 2003 =: Éducation : échange de notes modifiant l'accord entre le gouvernement du Canada et le gouvernement des États-Unis d'Amérique portant création d'une fondation binationale pour les échanges dans le domaine de l'éducation, Ottawa, le 29 juillet 2003, en vigueur le 29 juillet 2003. Ottawa, Ont: Minister of Public Works and Government Services Canada = Ministre des travaux publics et services gouvernementaux Canada, 2004.
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