Dissertations / Theses on the topic 'Inégalité d'accès à l'école'
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Onokoko, Okitongombe François. "L'éducation des enfants et des jeunes du Sankuru à l'épreuve des inégalités de la République Démocratique du Congo." Electronic Thesis or Diss., Université Côte d'Azur, 2022. http://www.theses.fr/2022COAZ2024.
Inequalities in the schooling of children (6-12 years old) and young people (12-15 years old) are usually noticed in many societies worldwide has been particularly known in the Democratic Republic of Congo (DRC) for many years. Access to education is a subject of debate and discussion among decision-makers, researchers and national or international bodies and is far from being applied to all children in the World. It is even less so in Sankuru, which is our area of research. A combination of factors makes it possible to explain and understand the paradox of maintaining inequalities in access and in the conditions of schooling of children in a context of expansion of primary and secondary education in Sankuru: the lack of public schools, the inequal implementation of the principle of free education, the lack of financial, material and human resources. The relationship between public and educational policies in the Sankuru province is crucial. Our diverse sample composed of schools and individuals (students, parents, educational staff, policy makers, farmers, trades people and shopkeepers) allowed us to conduct interviews and field observation. The analysis of the data collected from the field allowed us to observe inequalities resulting from discriminatory policies implemented by the public authorities, of which some families and children are victims. Symbolic (cultural) violence within the family is also shown, explaining the disparity in access to school between girls and boys
Joigneaux, Christophe. "Des processus de différenciation dès l'école maternelle : historicités plurielles et inégalité scolaire." Paris 8, 2009. http://www.theses.fr/2009PA083607.
Almost 40 years ago, statistical studies have been arguing that pre-schooling tends to reduce future failure risks at school without reducing social inequalities related to schooling. The aim of this thesis is to analyse the processes of differentiation related to schooling which are underlying this double fact. To this aim, we have tried to analyse the theoretical schemes existing concerning school failure and « scholar form » in the Sociology of education researches. We attempted to understand how a multiplicity of histories are intertwined in the processes of differentiation, namely pupils’ familial histories embodied in predispositions, curricular histories embodied in taught and required knowledge, materials’ histories embodied in action plans or pedagogical supports, and classes’ histories embodied in habits and reciprocal perceptions. This led us to cross a corpus of institutional and professional texts (ministerial texts, books and reviews concerning pre-school) published since the beginning of the 19th century with qualitative data collected during one year in two classes of the upper level of preschool. This research enabled us to better understand how the difficulties faced in preschool as well as in follow-up schooling by pupils from lower classes backgrounds are mainly due to the scriptural nature of exercises and action plans combined with the way these exercises and action plans are “differentiated” by their teachers depending on the status conferred to pupils in the classroom
Leyle, David. "Bien-être et inégalité en Guinée Maritime : une question d'accès : un système d'information pour le développement." Bordeaux 3, 2010. https://tel.archives-ouvertes.fr/tel-00466522.
Built from an experience in a research-action program in Coastal Guinea, the present work highlights the need to update the classic and macroeconomic measures of human development, on which the development policies base their actions led in African rural areas. A geo-historical analysis brings to light the contemporary acceleration of the geographical, economic, political and social changes: the connection of studied societies to a globalized world increases with the monetarization of exchanges and so their vulnerability in front of the prices instability. On a local scale, among villages, the lack of well-being (poverty) and the increase of the economic disparities show that the households do not work in a satisfactory way in the everyday life: their access to the resources, the markets and the public services are recurring problems. The construction of “autochtonous” indicators of accessibility, based on qualitative and quantitative methods, allows reporting difficulties of access for the households and the village communities they belong to in order to achieve their functioning. On the one hand, these indicators concern the implementation of the necessary mobilities and thus the construction of circulation spaces in several scales. On the other hand, they underline a low access to resources which is insufficient to improve their level, their living conditions and their social functioning. Finally, all these indicators of accessibility represent good indicators to report well-being, economic and social changes, as well as disparities and social functioning
Casassus, Juan. "L'école et les inégalités en Amérique latine." Paris 5, 2003. http://www.theses.fr/2003PA05H025.
Independently of the forces which are transmitted by the social structure, it is within the educational system where we find the processes which generate social differentiation, and consequently can amplify or reduce the possibilities of social mobility. These processes are the result of interactions. The differentiation which leads to a social mobility, ascending or downward, is consequently strongly inflenced by these interactions. A school that favors social mobility is, therefore characterized by the adequate modulation of these interactions. However certain types of interaction have an influence larger than the others in the process of differentiation. The principal one is the relation between the professor and the students, among the students themselves and the environment that is favorable to learning. In the last instance, the quality of the bond between the teacher and the students and between students themselves, determines the quality of achievement
Crepon, Philippe. "La réduction des inégalités spatiales d'accès aux soins confrontés aux théories de la justice sociale." Paris 1, 1998. http://www.theses.fr/1998PA010039.
The social justice theories collation with health care expenditure regulation mechanisms involves methodological choices relative to the construction of a model explaining consumption. In a society characterized by the development of exclusion and by a kind of duality, which is the most adapted justice theory to account for most of the regulation perverse effects used until now? The local allocation of ressouces is based on the theoretical and effective consumption levels comparison. The construction of a theoretical level requires in regard to the chosen justice theory, to define a hierarchical order in the factors insertion and to precise the characteristics of the consumption explanatory factors according to some social protection conception : + are they merely relevant or also legitimate ? ;. A change process of the indicators that are coupled with the illegitimate factors has to be carried out in order to remove the perverse effects they generate (savings). The econometrics development shows how decisive the public sector is to face care inadequacy risks. It also shows that changes in behaviour that are brought about this process may indeed reduce over consumption practices but have no effect on under consumption ones and that it is rather difficult to say whether the process reduce or not inequalities. In this prospect, it can be useful to turn to the care function supply to make regional synthesis that point out likely expenditure inflation or inadequacy care areas
Netter, Julien. "La division du travail scolaire : segmentation, solidarité et inégalités dans l'école primaire contemporaine." Electronic Thesis or Diss., Paris 8, 2015. http://www.theses.fr/2015PA080106.
This thesis is based on a sociological survey with an ethnological methodology carried out within a sample of seven Parisian primary schools socially diversified. It aims at explaining the persistence of a social reproduction scheme in spite of numerous changes that occurred in primary schools since the 50’s. School is indeed now « open » to heterogeneous activities taken in charge by various stakeholders sometimes led by different logics. The concept of “transparent curriculum” is brought up to sustain the analysis. It refers to the way this “mosaic school” expects children to convert the prescriptions into activities. At this point, two processes are at stake: first is the synthesis of heterogeneous experiences that allows children to take benefit of an activity performed within very different contexts. Other consists in translating one logic into another, thus enabling the comparison between these activities. On the one hand, some children manage to perceive the discipline’s roots of thematic projects or the hidden knowledge at work in recreational activities, thus generating a “solidarity” that makes sense in the school division of work. On the other hand, other children keep the different logics apart, tending to focus, in the classroom, on tasks rather than on activities and acting as if there were no scholar benefit to be taken from the activities outside the classroom. The thesis thus gives a picture of a school which, in spite of its official will, gives up with part of the children, keeping up the contemporary risk of a social cohesion breakdown
Minassian, Laure. "Des formes scolaires différenciées : unification de l'école ou réseaux de scolarisation ? : l'exemple de l'enseignement professionnel agricole." Paris 8, 2013. http://www.theses.fr/2013PA084029.
In their book "L’école capitaliste en France", Baudelot and Establet put in evidence the existence of two systems of education and showed how they conducted to perpetuate social inequalities. More than 40 years after their works, institutional unification doesn’t cancel them. We study their persistence at the same level of education, for the same degree, through two agricultural training institutions (Maisons Familiales Rurale vs Frères de l’Instruction Chrétienne de Ploërmel) chosen for their contrasts. Agricultural éducation is a case study because it has historically registered pupils in primary- professional or secondary-higher school depending on their social class (Decree 1848). Agricultural training is the teaching that was marked by a division in law. This specificity makes it an ideal place to study the genealogical assumption of permanence of division, although more euphemistic, and inequality they generate. The schooling division is worked from notions of "porosity" and "separation"(Bernstein, 2007) - between the school and what is commonly thought of external of it - in training forms, literacies and discourses that pupils face. Oral and written language productions pupils show dimensions that combine and conduct to inequality. Because of agricultural training summarizes general trends in education system, analyzes we produce are also a proposal for the analysis of other classes to other levels of education
Netter, Julien. "La division du travail scolaire : segmentation, solidarité et inégalités dans l'école primaire contemporaine." Thesis, Paris 8, 2015. http://www.theses.fr/2015PA080106.
This thesis is based on a sociological survey with an ethnological methodology carried out within a sample of seven Parisian primary schools socially diversified. It aims at explaining the persistence of a social reproduction scheme in spite of numerous changes that occurred in primary schools since the 50’s. School is indeed now « open » to heterogeneous activities taken in charge by various stakeholders sometimes led by different logics. The concept of “transparent curriculum” is brought up to sustain the analysis. It refers to the way this “mosaic school” expects children to convert the prescriptions into activities. At this point, two processes are at stake: first is the synthesis of heterogeneous experiences that allows children to take benefit of an activity performed within very different contexts. Other consists in translating one logic into another, thus enabling the comparison between these activities. On the one hand, some children manage to perceive the discipline’s roots of thematic projects or the hidden knowledge at work in recreational activities, thus generating a “solidarity” that makes sense in the school division of work. On the other hand, other children keep the different logics apart, tending to focus, in the classroom, on tasks rather than on activities and acting as if there were no scholar benefit to be taken from the activities outside the classroom. The thesis thus gives a picture of a school which, in spite of its official will, gives up with part of the children, keeping up the contemporary risk of a social cohesion breakdown
Suchaut, Bruno. "Regards croisés sur l'école primaire française : éléments d'évaluation macro et micro." Habilitation à diriger des recherches, Université de Bourgogne, 2007. http://tel.archives-ouvertes.fr/tel-00199857.
Andrada, Myrian. "Les effets du choix de l'école selon la nature du dispositif mis en oeuvre : une approche comparative en terme d'équité." Dijon, 2007. http://www.theses.fr/2007DIJOL007.
Following the studies that showed that the effects of school choice mechanisms could strongly vary according to the nature of these mechanisms, this doctoral thesis analyses the implications derived from the regulations and the implementation of school choice programs at the level of the redistribution of the social good education. We do a systematic empirical assessment of four school choice programs (London, Amsterdam, Paris and Buenos Aires) with the help of several methodological tools. On the one hand, a theoretical model of the effects of school choice on equity is built from liberal-egalitarian principles in education and empirical investigations. On the other hand, an analysis of effects is carried. The investigation shows that school choice is able to increase certain inequalities but that reforms aiming to enlarge school choice
Piquée, Céline. "Gérer les inégalités de réussite à l'école primaire : public, modes de fonctionnement et efficacité pédagogique des dispositifs d'accompagnement scolaire." Dijon, 2001. https://nuxeo.u-bourgogne.fr/nuxeo/site/esupversions/1f9550ee-ce7e-453d-b888-2e8446849604.
Ramos, Iduñate Gilberto. "L'école du peuple : sociologie de la formation professionnelle au Mexique." Paris, EHESS, 2015. http://www.theses.fr/2015EHES0057.
In « social imaginary », diplomas represent an empowerment tool for popular classes. In disadvantaged areas, confidence in education to achieve upward social mobility is even more consequent, degrees represent the only "way out" of social exclusion, especially for young people. In the context of mass education in Mexico, which educational path young people from underprivileged families choose and for what reasons? What are the local potential employers' representations of these young people and their qualifications ? How does the "exchange value" of the diploma, which tries to articulate the hopes of disadvantaged families and the local expectations of qualification, is constructed socially ? Vocational education offers an interesting angle of analysis on thèse issues. Situated at the intersection of the educational and the working fields, it is one of the most frequented education sectors by students from socio-economically disadvantaged families. By comparing two vocational training institutions with two general education establishments in two mexican cities, we aim to answer these questions. Thus, this research local potential employers' representations of these young people and their qualifications ? How does the "exchange value" of the diploma, which tries to articulate the hopes of disadvantaged families and the local expectations of qualification, is constructed socially ? Vocational education offers an interesting angle of analysis on these issues. Situated at the intersection of the educational and the working fields, it is one of the most frequented education sectors by students from socio-economically disadvantaged families. By comparing two vocational training institutions with two general education establishments in two mexican cities, we aim to answer these questions. Thus, this research interrogates the social construction of school diplomas and attempts to reformulate the possible links between the academic world and the job market by placing them in objective conditions, historically and spatially situated
Ortiz, Sandoval Luis Alberto. "Devenir quelqu'un dans la vie : les classes défavorisées face à l'École au Paraguay." Paris, EHESS, 2010. http://www.theses.fr/2010EHES0130.
The reforms in education in Paraguay of 1993 attempted to overcome the ideological and pedagogical foundations of the authoritarian state, on which the dictatorship of Alfredo Stroessner (1954-1989) was founded. While highlighting the necessity of the transformation of the educational field based on a new institutional scheme and new forms of management, the social foundation of a very unequal society remained intact. This constituted the major obstacle to political democratisation. Despite educational reforms, the growth of access and prolongation of studies only « lifted up » the structure of inequalities in life chances, so them inequalities did not change. The thesis highlights the links between the transformation of the educational system and the reproduction of social differentiation. The young people from underprivileged families are confronted with a social process that on the one hand produces a high• level of expectations regarding the effects of education for their future, and on the other excludes them from the rare objective chances in the labour market. This field of the possible constitutes the horizon where all the family strategies develop. Qualifications and hierarchies of school express school configurations, where agents of the schooling process believe that they are playing the game according to their social possibilities. These configurations are the key to legitimizmg an institution that does not act by its intentions, but by agents' dispositions. Some are finding in them the basis for legitimation of their dominant position and others a way to avoid falling back into an inferior position
Dourgnon, Paul. "Evaluation des politiques publiques et inégalités sociales d'accès aux services de santé." Phd thesis, Université Paris Dauphine - Paris IX, 2013. http://tel.archives-ouvertes.fr/tel-00912417.
Le, Saux Pénault Elsa. "Éduquer à l'égalité des sexes en conduisant des recherches sur la littérature jeunesse : une recherche-action à l'école primaire." Thesis, Paris 10, 2017. http://www.theses.fr/2017PA100179/document.
Based on an action-research approach, this thesis focuses on how teachers consider and embrace the injunctions to educate their students to gender equality. The starting point of this work began in 2014 when teachers and researchers collectively analyzed youth albums exploited or to be exploited in classrooms. Schools experiments aimed to develop the children’s critical thinking on gender stereotypes conveyed by children's books were also carried out. By adopting a "little scientists" technique (commenting, sorting, use of analysis grids, use of statistics, ...), the children were asked to perform quantitative and qualitative research on their school albums in order to identify gendered representations, their expressions and consequences. The action-research process has revealed how teachers, by analyzing the progress of their students, transformed their own vision of education to gender equality and their professional practice in this regard
Wang, Lijuan. "La politique chinoise des minzu (minorités) en question : intégration et cohésion sociales par l'école entre prescriptions institutionnelles et expérience des acteurs dans la préfecture des Yi de Liangshan au Sichuan (Chine)." Paris 7, 2014. https://eu02.alma.exlibrisgroup.com/view/uresolver/33PUDB_IEP/openurl?u.ignore_date_coverage=true&portfolio_pid=5364117200004675&Force_direct=true.
The rapid development of the Chinese economy had real shocks in all the domains of the Chinese society. With this change of national context, the Chinese sociologists specialized in the field of the ethnicity, from last decade, began to consider the aptness of the minzu (group ethnic) policy. Attention was put notably in the recovery of the social inequality by measures of affirmative action based on ethnic criterion, which consists in the essentialisation of the ethnic groups (minzu), historically built by the policy impulsed by Mao. At the same time, the question of the social cohesion also becomes a concern, for the reason that this policy of essentialist nature could have an impact on the identical consciousness of individuals. How to reassemble the Chinese citizens "accommodated" in 56 groups minzu to reach a better social cohesion after having them differentiated? By enrolling in this issue, we focus on the Yi minzu of Liangshan Prefecture in order to bring some lights on this important subject. In doing this, we led investigations in the form of questionnaire and of interview with Han and Yi (pupils, teachers, parents), which are completed by numerous statistical data. These data allow us to estimate the degree of inequality existing in social economy and in school education between the minority Yi and the majority Han, as well as inside one minzu, whether it is Han or Yi, in this Prefecture. These data also allow us to include the causes of this inequality, and to evaluate measures put in place to tackle it. Besides, we studied the social cohesion between minzu through the exam of the «formal curriculum " (textbook of history) and of the understanding about this assignment of identity by Han / Yi pupils. Then, through the analysis of the perception of more intimate identical markers such as the torch festival (symbol of the identity Yi), the friendship and the interethnic marfiage, we dread, even very partially, the intensity of the interethnic relations between Han and Yi in the Liangshan Prefecture. Throughout this thesis, we attempted to estimate the effect of context by referring to the social and ethnie coeducation, which allowed us to distance ourselves from the essentialist approach of the CCP on the homogenization of minzu groups
Kudjawu, Yao Cyril. "Délais d’accès au traitement des patients atteints de cancers en France et impact des inégalités sociales de santé : étude à partir des bases de données médico-administratives." Thesis, Université Paris-Saclay (ComUE), 2017. http://www.theses.fr/2017SACLS023/document.
Background: timeliness of cancer treatment is an important aspect of health quality. Care centers are expected to treat a growing number of patients with cancer. Our objectives were to examine treatment times from diagnosis to first-course therapy for patients with colon (CC), rectum-anus (RC), and lung (LC) cancers and assess factors associated with time to-treatment and the impact of deprivation index.Methods: using the international classification of diseases and medical procedures codes, from national hospital discharge database which has been crossed with long term illness data and French deprivation Index information, we selected patients newly diagnosed for CC, RC or LC in 2009-2010 who had undergone treatment.Results: We included 15,694, 6,623 and 14,596 patients diagnosed and treated for CC, RC and LC respectively. Median times from endoscopy to: 1) surgery in patients with a surgical treatment pathway for CC, RC, and LC were 22 (Q25 = 14; Q75 = 34), 97 (Q25 = 34; Q75 = 141), and 44 (Q25 = 26; Q75 = 82) days, respectively; 2) to chemotherapy for patients with a non-surgical treatment pathway, for CC, RC, and LC were 36 (Q25 = 21; Q75 = 59), 40 (Q25 = 27; Q75 = 59), and 33 (Q25 = 22; Q75 = 49) days respectively; 3) to radiotherapy in RC and LC patients were 53 (Q25 = 39; Q75 = 78) and 88 (Q25 = 46; Q75 = 162) days respectively; 4) to first treatment, irrespective of pathway and treatment combination for CC, RC and LC were 23 (Q25 = 14; Q75 = 35), 43 (Q25 = 27; Q75 = 74), and 34 (Q25 = 22; Q75 = 50) days respectively.Time to first treatment vary across regions. It was longer in most northern regions and in overseas districts and shorter in Île-de-France, southern, eastern and sometimes in western regions for the three cancers. In multilevel analysis, Age and status of the first care center were significantly associated to time to first treatment in CC patients. Similar factors, including Deprivation index, were significantly associated to time to first treatment in RC and LC patients. The time to first treatment increased with age. It was higher in public hospitals compared to private hospitals and low in patients with low deprivation index compared to patients with high deprivation index. Conclusion: To our knowledge, this is the first study based on medico-administrative database describing time to first treatment after endoscopy in patients suffering from cancers in France. The results, which will complement those from cancer registry data and regional networks of cancerology, could inform decision-making policies on the implementation of guidelines on timeframes for cancer treatment access
Tade, Karine. "Impact des projets de coopération décentralisée sur la réduction des inégalités d'accès aux services sociaux de base : Cas des coopérations décentralisées franco-burkinabés et francobéninoises." Thesis, Université Paris-Saclay (ComUE), 2016. http://www.theses.fr/2016SACLS117/document.
From the first twinning to decentralized cooperation, the French territorial communities have seen their object and their practices evolve, but access to the basic social services remains one of their main thematic of intervention in territories partners of sub-Saharan Africa. The transfer of this competence to their southern municipalities partners in the context of the implementation of the decentralization process, made them face the expectations of the inhabitants of their territory hopping for an improvement of their living conditions. Therefore, these expectations have been reported on the Decentralized cooperation and increasingly became a major asset in the fight against poverty and the reduction of inequalities in access to basic social services in territories partners in the South.To assess the impact of this form of partnership on the reduction of inequalities in access to education, clean water and health, two evaluation methods were combined: the quasi-experimental (or the double difference) method and matching. The implementation of this method through the comparison and measurement of the difference between eight Burkinabe and Beninese municipalities which are in decentralized cooperation with French territorial communities, and eight matched municipalities who have never been in decentralized cooperation partnerships, has helped us to measure an illegal an diversified impact of decentralized cooperation. This innovative method of evaluation due to the specificity of this kind of intervention that restricts the application, it allowed us to establish a link between the impact thereof and the diversity of practices and the actors involved. Decentralized cooperation is evolving and still in building process, but however, it may be a form of effective intervention in the fight against poverty and the reduction of inequalities
Abdillahi, Boeuh Ahmed. "La gestion durable de l'eau en zone aride : le cas de la ville de Djibouti." Thesis, Bordeaux, 2016. http://www.theses.fr/2016BORD0104.
The issue of access to drinking water is one which is of paramount importance for thecountries of the sub-Saharan region where one individual out of three does not haveaccess to a water source. The aim of this thesis is to determine the conditions ofsustainable water management for the city of Djibouti. In this context, the issue ofwater supply is considered from an asset perspective in order to take into considerationthe peculiarities of this resource in a dry zone and its uses in particular in anenvironment marked by poverty. The main contribution of this thesis lies not only inthe analysis of the content of a sustainable water policy in Djibouti at a time when isthere is discrepancy between supply and demand, but also with an examination of theimplications of such a policy in terms of the pricing of this resource based on both itslevel of use and on a more even distribution within the population. The first part of thisthesis deals with an analysis of the access to this scarce resource according to how it ismanaged and measured with the help of indicators. A framework is then developedwith the help of some main concepts that are useful for defining a sustainablemanagement of water. The second part emphasizes the study of the determinants ofdemands in water and the choices in terms of the supply for Djibouti-city by using aneconometric study based on investigations into a sample of 400 households. Theassessment of multivariate probit model allows taking into account the connection of ahousehold to the service depends on its socio-economic markers. This thesis generatenew findings about household access to water supply and highlights the extent towhich such factor as income, the household size or the level of education of the head ofthe family influence the choices made by the household
Veleda, Cecilia. "La ségrégation scolaire dans la banlieue de Buenos Aires : entre la polarisation des classes moyennes et la régulation atomisée." Paris, EHESS, 2008. http://www.theses.fr/2008EHES0119.
This thesis studies the school segregation factors of in the suburbs of Buenos Aires, that is the concentration of pupils according to their social condition in unequal educational circuits. Although the thesis emphasizes space polarization as a priority exogenous factor of educational segregation, it concentrates on certain endogenous factors, connected with the functioning of the school system. The work shows that state regulation ' of the government of the province of Buenos Aires establishes segregation bay direct and indirect ways, through the rules which define distribution of pupils, teachers, material resources and educational offers between schools. By opening wide margins of action to the actors situated fIat the base" of the school system -intermediate authorities, school directors and families -in the distribution of the mentioned elements, regulation indirectly facilitates school segregation. Practices of competition from schools and of choice from families under the indulgent or sometimes complice action of intermediate authorities contribute to bigger school segregation. Registered in a "sociology of regulation ", this research reflects on the processes of construction and on the characteristics of the rules which facilitate school segregation in the suburb of Buenos Aires