Thèses sur le sujet « Enseignement secondaire – République centrafricaine »
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Sokola, Bruno. « Usage des ressources documentaires et modélisation des pratiques d’enseignement-apprentissage de l’histoire en classe de 6e en République Centrafricaine ». Electronic Thesis or Diss., Brest, 2023. http://www.theses.fr/2023BRES0099.
Texte intégralOur work in history didactics falls within the framework of the theory of joint action in didactics (Sensevy, 2011, Collectif Didactique pour Enseigner, 2019) and the documentary approach to didactics (Gueudet and Trouche, 2008, 2010). It focuses on the mobilization of documentary resources during the preparation and teaching of three lessons on the history of ancient Egypt, in a sixth grade class in the Central African Republic. The study first presents the usual practice of session preparation and teaching by two history-geography teachers (P1 and P2). To overcome difficulties linked to the lack of textbooks and documentary resources, the teachers' documentary work takes the form of sketching maps (for P1), and reproducing (scanning and printing in A3 format) images found in textbooks (for P2). These documents are then introduced into the lessons. They provide material support for the lessons, but don't always provide relevant signs for the students. This is why, in a second phase, we set up a joint working arrangement with another teacher (P3). The aim is to show how work carried out by both the researcher and history-geography teachers in the Central African Republic can help them overcome the difficulties they encounter in mobilizing documentary resources when preparing their teaching. To this end, we co-constructed with P3 an original session on the history of the Black Pharaohs of Egypt, based on resources downloaded from the Internet (an image of King Taharqa, Pharaoh of Egypt, and a map of the Egyptian kingdom under his reign). The co-prepared session was then implemented in class by P3. Analysis of this session reveals an epistemically rich didactic environment, despite the limited materials available. In this context, the students called on spontaneous knowledge, both of academic origin, specific to their school memory, and socio-cultural, linked to their personal life experiences, family, and ethnic tradition. Pupils mobilize this knowledge to try to meet the teacher's expectations (sometimes without producing the expected answer) and interpret the problems posed. The teacher draws on this prior knowledge to help them acquire new knowledge, through dialog-based learning games. These games lead students to investigate the relevance of their answers to the questions posed by P3, based on the documents studied. Calling on certain socio-cultural knowledge that is already present in the students'backgrounds helps them to acquire new historical knowledge
Abakar, Seye N'Dèye Yacine Mar. « Contribution à la production d’une ingénierie didactique en biologie en Centrafrique : cas de l’enseignement de la génétique au secondaire en tenant compte des contraintes locales ». Electronic Thesis or Diss., Brest, 2023. http://www.theses.fr/2023BRES0081.
Texte intégralThis thesis focuses on the design and analysis of teaching/learning situations in genetics classes in secondary schools in Centra African Republic. It aims to improve the Central African education system by developing practical activities that take account of local constraints. Analysis of ordinary teaching situations in the third year of secondary school showed that the curricula didnot recommend any investigative approaches. We also found that there was no real teaching environment for studying the duplication of chromosome chromatids that precedes cell division, known as mitosis or conformal reproduction. We therefore proposed a situation incorporating a manipulative activity in genetics using locally manufactured teaching aids adapted to the Central African context. The epuipment consisted of painted wooden bars modelling genes, which the pupils were invited to manipulate, thus creating a learning environment.The research shows that the manipulative activity tested in 2021 in the third year contributed to the pupils’understanding of the concepts of gene and mitosis. Despite significant progress in thte acquisition of knowledge, the implementation of the modified situation also posed difficulties, which are analysed here. The theaching-learning situations were analysed using concepts from the Theory of didactic situations (TSD) (Brousseau,1998) and the Theory of joint action in didactics (TACD) (Sensevy, 2011) wich at the same time have similarities and specifities
Mahoutou, Gaston-King. « Bangassou : étude géographique d'un centre urbain secondaire (République centrafricaine) ». Bordeaux 3, 1987. http://www.theses.fr/1987BOR30011.
Texte intégralGounebana, Charles Benjamin. « Les conséquences des troubles socio-politiques sur le système éducatif centrafricain de 1991 à l'an 2001 : situation de l'enseignement primaire ». Dijon, 2006. http://www.theses.fr/2006DIJOL002.
Texte intégralThis work deals about the impacts both on supply and demand of education emerging from socio-political instability and trouble, the Sub Saharan geographical context. The targeted goal is to present a comparative analysis which indicates that countries could attain objective in the development of education if the context for civil peace appear satisfied. Then, by a historical and socio-political step, the study in the evolution of the school since its creation in the Central Africa case shows that multiple factors impacted within time duration the development of education. Lastly, the analysis of the consequences of the disorders encountered in the since the beginning of the Nineties reveals a quasi-total deliquescence in primary education. With the scope to rebuilt education sector, this work proposes alternative solutions in the light of analyses and experiments undertaken in similar countries which have to record similar events. However, the proposals for the agenda in developing advanced educational strategies which claim neither with completeness, nor with the unquestionable question of full effectiveness, should be evaluated under the scope for contributing to the formulation of an adequate educational policy in regards of Central Africa's singularity
Namyouïssé, Jean-Mermoz. « Le système éducatif et les abandons scolaires en Centrafrique : cas de la région de l'Ouham ». Lille 1, 2007. https://pepite-depot.univ-lille.fr/LIBRE/Th_Num/2007/50377-2007-Namyouisse.pdf.
Texte intégralMartin, Jean-Luc. « La politique de l'éducation physique sous la Ve République : enseignement secondaire ». Paris, Institut d'études politiques, 1998. http://www.theses.fr/1998IEPP0013.
Texte intégralFor more than twenty years, the history of physical education in France has been the topic of a large amount of research work. Although these studies are based on both historical and sociological facts, they nevertheless often overlook a most important period in French history, namely the Fifth Republic moreover, the very few authors who have actually dealt with this period have failed to take into account the political dimension of the recent past of physical education. In the present research work, we have endeavoured to analyse and shed a new light on the lesser known aspects of the history of physical education between 1958 and 1997, i. E. : the goals and will of the various governments, the strategies adopted by teachers' professional organizations, the decisions that were reached to balance the contradictory interests and opinions which confront each other within the world of physical education. We have their laid the stress on the major part played by French minister of sports Maurice Herzog between 1958 and 1966 in the dramatic increase of the means granted to this discipline and the changes in its contents. We have also highlighted the impending threats on the very existence of physical education between 1967 and 1980 on account of government policy and the conflicts it entailed. Last but not least, we have related the various stages of the gradual integration of physical education into the structures of the ministry of national education. In this research work, we have mainly relied on documentary administrative and political sources provided by the national archives, on union press and on various testimonies from people involved in the history of physical education at the time. We have attempted to prove that the conceptual evolution and institutional implanting of physical education in the ministry of education was as much, if not more, due to essentially political analyses and decisions as to evolving ideas and changing attitudes
Bonel-Elliott, Imelda. « La politique de l'enseignement du second degré en République d'Irlande 1963-1993 ». Paris 3, 1994. http://www.theses.fr/1994PA030090.
Texte intégralThis thesis is about post-primary education policy in the Republic of Ireland between 1963 and 1993. Its aim is to see who has controlled and influenced the evolution of post-primary education policy over the last thirty years. Public policy and decision making theories are used to analyze Irish educational policy. Th reader can observe that the Catholic Church almost had a monopoly of general education in 1963. Publicly funded vocational schools only catered for short courses of continuing education. At the beginning of the sixties, changes inside and outside the country led the Minister to put the reform of the education system on the political agenda. In order to implement reform, the Minister had to consult the Catholic Church which was the most powerful interest group in the education system. In 1963, the Minister only had to have bilateral discussions with the Catholic hierarchy, once he had the government approval, in order to implement reform. From bilateral discussions during the sixties, we have moved to multilateral discussions today, with a labour minister for education organizing a national education convention during which forty two interest groups will publicly
Yérima, Banga Jean-Louis. « L'État, l'Église et l'éducation : le partenariat comme nouveau paradigme axiologique face aux défis de l'éducation en Centrafrique et ses enjeux ». Thesis, Amiens, 2017. http://www.theses.fr/2017AMIE0011/document.
Texte intégralThe history of the education's policies and the educational reforms of the Central African Republic remains particulary marked till now by a tremendous lack of academic research in the fiel of education sciences. This thesis underlines 120 years of the history of the policies and the schools reforms in Central African Republic since 1889. The thesis follows the ways State and Catholic Church historically collaborated during the past years in the field of school from the beginning up to 2009. During this period, the relationships with politics and schools as points of focus between the two institutions are analysed and explained. This thesis, undestanding the school as the place of mutual convergence of the energies and collaboration, tries to monitor, not only the evolution and the breaks between the State, the Church and the school, but also monitors the innovations we can discovert today as new orientations in the éducation policy through the concept of partnership. Our research put forward the new reconfiguration of Central African school with its transformations and its school policies wide opened to new actors than the only catholic schools with the concept of partnership. Finally, binding to the history of education that remained a long time unexplored, the research is based on the analysis of the public and private archives related to the school policies’s evolution led out by the agenda of globalization
Tchibinda-Makaya, Rigobert. « L'Entrainement à la compréhension de l'anglais écrit dans les établissements du cycle secondaire au Congo ». Université Nancy 2, 1985. http://www.theses.fr/1985NAN21011.
Texte intégralShin, Seon-Mee. « Rapports sociaux d'enseignement : le "Mode de Production de la Force de Travail (MPFT)" et les rapports sociaux d'enseignement : la gestion des flux scolaires dans les systèmes scolaires de Corée du sud et de France ». Paris 8, 2002. http://www.theses.fr/2002PA082082.
Texte intégralIn order to understand the production of labour force through the school system, the thesis proposes the concept of "Mode of Production of the Labour Force (MPLF)" on the base of ALTHUSSER's theories. It is composed of the "forces of education" and the"social relations of education. " The thesis analyzes these relations within the context of deciding on the orientation of pupils in secondary schools, particularly as regards "high school structure reform" in Korea (1990-1995) and the implementation of the "80% policy" in France (1980-1992). We used statistics on education and labour, previous studies and official documents. The main focus of the analysis is the hierarchical order and the opposition between the different elements within social relations of education. The thesis analysed also the articulation of the different contradictions : contradiction within the social relations of education, contradiction of the forces of education, contradiction within the relations of production
Porcher, Pierre. « Une masse de granit en République. Les lycées de garçons et de jeunes filles de l'académie de Paris sous la Troisième République ». Electronic Thesis or Diss., Sorbonne université, 2024. http://www.theses.fr/2024SORUL017.
Texte intégralThe 70 years of the Third Republic stretch from the "almighty Middle Kingdom" of the late 19th century, described with nostalgia by Lucien Febvre, to the "sleepy lycées" of the late inter-war period, evoked with gravity by Marc Bloch. State secondary schools, the lycées were the jewel in the crown of secondary education, offering a wide variety of courses, from kindergarten to classes préparatoires, including classical, modern, technical and agricultural education. The lycées in the Paris School District (9 départements), which covers a large part of the Parisian Basin, form a group of very different schools - 11 in 1880, 42 in 1938 -, including great national lycées of the capital and the departmental boarding lycées in the provinces. Our aim is to show how the lycées are a "mass of granite" (expression employed by Napoleon to describe new institutions he created to reestablish stability after the French Revolution) in the Republic, in other words, how they are subject to a tension between their initial purpose of training an elite, based on old traditions, and the objective of fulfilling the promise of meritocracy, brought about by the advent of the Republic. This tension, visible in the administrative and pedagogical organisation as much as in the rules of discipline, which contributes to preparing pupils for their roles as adults, leads to the advent of a democratic elitism in the name of which a certain social diversity is growing in state secondary schools, without having them, however, being democratised. The study is rooted in the political context, sensitive to the actors and representations, to administrators as well as parents, to boys as well as to girls, to geographical scales, to Paris and its suburbs as well as the provinces, and to the local transposition of national directives. To study the long republicanisation of the lycée, the institutionalisation of secondary education for girls in the midst of contradictory social expectations, the modernisation of classical studies, the unification of men's and women's studies and its consequences for the status of women, the first democratic measures whose implementation was accelerated by the Great War, a wide variety of archives from the nine departments of the district were used: the Ministry of Public Education, the Paris School District, departmental academic inspectorates, schools, as well as municipal and private archives. The result is a historical picture in which the personality of each of the lycées appears to be decisive, and where this local scale of observation enables us to understand the way in which educational policies make sense or not
Edoh, Koffi Pierrot. « Les croyances traditionnelles et les motivations chez les élèves en République du Bénin ». Caen, 2004. http://www.theses.fr/2004CAEN2066.
Texte intégralEkanga, Lokoka Lambert. « L'enseignement de l'histoire à l'école secondaire en République démocratique du Congo : intentions d'une Réforme et pratiques de terrain ». Doctoral thesis, Universite Libre de Bruxelles, 2011. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209779.
Texte intégralMais, si le nouveau programme (de 2005) a «décolonisé» le contenu des matières, les pratiques de terrain semblent encore immuables !Qu’est ce qui peut expliquer cet immobilisme ?Pour tenter de répondre à cette question, cette thèse procède par une double démarche, théorique et empirique. La démarche théorique qui fait l’objet de la première partie, brosse la littérature sur notre problématique, donne un aperçu de l’histoire de l’enseignement et de l’enseignement de l’histoire en RDC, aborde le savoir conceptuel de l’enseignant d’histoire et les pratiques d’enseignement et enfin, traite de la motivation des élèves ainsi que du matériel didactique. Quant à la deuxième partie consacrée à la démarche empirique, elle est centrée sur l’approche méthodologique de la recherche, l’analyse et l’interprétation des résultats quantitatifs et qualitatifs.
L’analyse des réponses aux questions administrées auprès de notre échantillon, composé d’une part de 64 enseignants et, d’autre part, de 600 élèves ainsi que l’analyse des observations de 10 classes d’histoire et des interviews avec les enseignants des classes visitées ont permis d’appréhender l’application du nouveau programme et les autres réalités de terrain.
En somme, les résultats de cette étude montrent que les enseignants dispensant le cours d’histoire en 5e et 6e secondaires, utilisent, presque tous, les modes transmissifs et ignorent la pédagogie active ou les modes actifs proposés par le nouveau programme d’histoire ;ce qui ne motive pas, sans doute, les élèves à ce cours. Autrement dit, malgré leur haute qualification, leur longue expérience dans l’enseignement et le changement de contenu, ces enseignants d’histoire ne pratiquent pas la pédagogie active ou les modes actifs. On semble être donc loin de la « décolonisation », tant souhaitée, des pratiques en classe d’histoire en RDC.
Au regard de ce qui précède, nous pensons que pour mieux enseigner l’histoire, les enseignants congolais devraient avoir d’autres ambitions qu’une simple transmission des connaissances (savoirs) destinées à être simplement enregistrées et restituées par les élèves lors des interrogations et examens. Le rôle fondamental du cours d’histoire étant d’informer et de former, le souci constant qui devrait animer les enseignants est de susciter et de renouveler l’intérêt des élèves, de les aider à construire leurs savoirs, pour qu’ils deviennent des vrais acteurs de la société de demain. Car, nous estimons que la reconstruction d’un pays, comme la RDC, passe aussi par la reconstitution et la sauvegarde de la mémoire collective et du patrimoine culturel, tâches qui relèvent du domaine de l’enseignement de l’histoire.
Doctorat en Sciences psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
N'zapali-Te-Komongo, Gervais. « Dynamique des langues et politique linguistique en République Centrafricaine : vers une intégration du plurilinguisme dans le système éducatif centrafricain ». Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM3069.
Texte intégralThis thesis, which is within the framework of sociolinguistics/didactics and which deals with language vitality through the linguistic representations of students and teachers, tries to cope with the issue of educational language policy, in general, and the appropriation of French, a language jeopardized over the last two decades, in particular. In terms of linguistics policy, studies were carried out on languages and language for setting up different structures to promote a smooth and efficient bilingualism between French and Sango. In terms of educational policy, this study has the merit of laying the foundation of the principles of conceptualized language teaching through guidelines that can be used in rebuilding the Central African school, the training of French teachers, the pluralistic approach to languages and cultures, the diversification of educational materials and the assessment of learning. Beyond these contributions that will help in reviewing French curricula, the thesis opens avenues for research on the evaluation of educational institutions, the drafting of teaching curricula and the setup of a legal framework for the appropriation of languages, including French, a teaching matter and medium
Personné, Laurence. « L'enseignement du dessin dans l'école primaire et secondaire publique de la Troisième République (1870-1914) : contribution à l'invention d'un nouveau citoyen ». Lille 2, 1998. http://www.theses.fr/1998LIL20014.
Texte intégralThe teaching of drawing appeared as a new branch of education at the end of the xixth century, when it was legally integrated into all primary and secondary lay schools. Displaying procedures and contents of the impregnation of this school subject by ideologies of this period, historical sociology of the special system for teaching of drawing proves that this branch helped the young to learn how to become "good" citizens. Firstly, definitions of drawing and its teaching showed the will of the intellectual and political authorities to change the individual artistic act into a real school subject. This resolution was included in programs, which imposed an object, an aim, and a special teaching method in the teaching of drawing. Secondly, the appearence of the teaching of drawing into the educational system showed the difference between the political intention theorized in the legal texts and the real practice of drawing lessons. At the beginning of the xxth century, this difference came home to authorities and instigated a new consideration about the education of teachers and the evolution of the programs. Finally, permeability of teaching of drawing to scientific theories and important social and political debates allowed it to spread republican theories of mother country and citizenship
Okito, Pamijeko, et Pamijeko Okito. « Analyse de besoins de la formation continue et des conditions socioprofessionnelles des enseignants en situation après-guerre en République démocratique du Congo : cas des enseignants du niveau secondaire de la ville de Goma ». Doctoral thesis, Université Laval, 2020. http://hdl.handle.net/20.500.11794/38299.
Texte intégralLa formation du personnel enseignant de la ville de Goma au Nord-Kivu, en République démocratique du Congo (RDC), a évolué négativement depuis la période coloniale. D’une formation initiale essentiellement religieuse, elle a été orientée vers des contenus universitaires, puis transformée en une formation continue sous forme de journées pédagogiques. Cette visée de formation n’a malheureusement pas été maintenue en raison du désengagement du gouvernement, des guerres et des conditions de vie. Conséquemment, l’un des problèmes majeurs qui caractérisent actuellement le système scolaire de Goma est l’absence de formation continue des enseignants. Afin d’aider ces enseignants à s’autoformer professionnellement pendant leur carrière, l’identification préalable de leurs besoins en formation continue et socioprofessionnels s’est avérée pertinente. Le but de cette étude est d’identifier et d’analyser ces besoins. Pour ce faire, un questionnaire de 91 énoncées a d’abord été rempli par 151 enseignants du secondaire à Goma, chef-lieu de la Province du Nord-Kivu (RDC). Par la suite, des entrevues ont été réalisées auprès de 20 d’entre eux. Les énoncés du questionnaire et ceux du canevas d’entretien ont été regroupés selon trois thèmes : les besoins en compétences professionnelles, les besoins socioprofessionnels et les renseignements généraux. La détermination des besoins en formation continue et leur classement selon l'ordre de priorité ont été réalisés au moyen des approches analytiques et graphiques de l’analyse de besoin. Les résultats de cette étude révèlent que des 73 besoins concernent la formation continue, cinq sont jugés extrêmement prioritaires. Ces besoins extrêmement prioritaires sont : la formation pédagogique; des ateliers de formation; des séminaires; l’emploi correct des TIC dans les buts de se constituer des réseaux d’échange et de formation continue dans son domaine d’enseignement et dans sa pratique pédagogique ; la connaissance et l’utilisation des TIC en enseignement et apprentissage. Pour ce qui est des besoins socioprofessionnels, les résultats indiquent qu’ils sont au nombre de 30. Parmi ceux-ci, la rémunération salariale, la sécurité sociale, le transport et le logement sont les plus cités par les participants.
The teacher’s education training in Goma city, Nord-Kivu, in Democratic Republic of Congo (DRC), has negatively progressed since colonial period. From basic education essentially religious, it has been oriented towards the university content, and has changed to continuing education under pedagogic activities daily. That objective of education has not been maintained because of non-engagement of government, the wars and the life conditions. Consequently, one of major problems characterizing actually school system in Goma city is the absence of continuing education of teachers. To assist those teachers to educate themselves professionally during their carriers, the identification of their needs in continuing education and socio-professional is very important. The main of this study is to identify and analyze these needs. The teacher’s education training in Goma city, Nord-Kivu, in Democratic Republic of Congo (DRC), has negatively progressed since colonial period. From basic education essentially religious, it has been oriented towards the university content, and has changed to continuing education under pedagogic activities daily. That objective of education has not been maintained because of non-engagement of government, the wars and the life conditions. Consequently, one of major problems characterizing actually school system in Goma city is the absence of continuing education of teachers. To assist those teachers to educate themselves professionally during their carriers, the identification of their needs in continuing education et socio-professional is very important. The main of this study is to identify and analyze these needs. This study aims to identify then categorize by order of priority the needs of continuing education for secondary school teachers in the city of Goma, North Kivu, Democratic Republic of Congo (DRC).A 91 questionnaire was administered to 151 secondary school teachers, and 20 of them were interviewed in Goma, the capital of North Kivu Province (DRC). These statements were grouped according to three themes: the need for professional skills, the socio-professional needs of teachers and general information. The determination of the various needs and their classification according to the order of preference were accomplished by means of graphic approaches and by statistical counting such as the indication of the preferences of need (IPB), the counting of average and absolute deviation. The calculations of the average with percentages were used to identify the views of all the teachers in terms of their professional needs and general information. The results of this study indicate that in terms of continuing education needs we have 73 needs among which six are extremely of high priority: Pedagogical practice; Teacher training, seminar workshop; Internet search; Proper use of TIC in order to establish networks of exchange and continuous training in its field of teaching and in its pedagogical practice; Knowledge and use of ICT in teaching and learning». Concerning the socio-professional needs, we may name: salary, social security, transport and accommodation. Finally, with regard to general information, men outnumber women, and most of them are academics.
The teacher’s education training in Goma city, Nord-Kivu, in Democratic Republic of Congo (DRC), has negatively progressed since colonial period. From basic education essentially religious, it has been oriented towards the university content, and has changed to continuing education under pedagogic activities daily. That objective of education has not been maintained because of non-engagement of government, the wars and the life conditions. Consequently, one of major problems characterizing actually school system in Goma city is the absence of continuing education of teachers. To assist those teachers to educate themselves professionally during their carriers, the identification of their needs in continuing education and socio-professional is very important. The main of this study is to identify and analyze these needs. The teacher’s education training in Goma city, Nord-Kivu, in Democratic Republic of Congo (DRC), has negatively progressed since colonial period. From basic education essentially religious, it has been oriented towards the university content, and has changed to continuing education under pedagogic activities daily. That objective of education has not been maintained because of non-engagement of government, the wars and the life conditions. Consequently, one of major problems characterizing actually school system in Goma city is the absence of continuing education of teachers. To assist those teachers to educate themselves professionally during their carriers, the identification of their needs in continuing education et socio-professional is very important. The main of this study is to identify and analyze these needs. This study aims to identify then categorize by order of priority the needs of continuing education for secondary school teachers in the city of Goma, North Kivu, Democratic Republic of Congo (DRC).A 91 questionnaire was administered to 151 secondary school teachers, and 20 of them were interviewed in Goma, the capital of North Kivu Province (DRC). These statements were grouped according to three themes: the need for professional skills, the socio-professional needs of teachers and general information. The determination of the various needs and their classification according to the order of preference were accomplished by means of graphic approaches and by statistical counting such as the indication of the preferences of need (IPB), the counting of average and absolute deviation. The calculations of the average with percentages were used to identify the views of all the teachers in terms of their professional needs and general information. The results of this study indicate that in terms of continuing education needs we have 73 needs among which six are extremely of high priority: Pedagogical practice; Teacher training, seminar workshop; Internet search; Proper use of TIC in order to establish networks of exchange and continuous training in its field of teaching and in its pedagogical practice; Knowledge and use of ICT in teaching and learning». Concerning the socio-professional needs, we may name: salary, social security, transport and accommodation. Finally, with regard to general information, men outnumber women, and most of them are academics.
Murseli, Helena. « Politiques éducatives en temps de conflit : le cas de la République centrafricaine pendant le gouvernement de transition de 2014 à 2016 ». Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCB122.
Texte intégralThe Central African Republic has been facing, since its independence in 1960, armed conflict and chronic crises, which have disrupted the educational system and continue to negatively impact on children's education. For decades, the international community has been playing a key role in education policy decision-making and program funding. After the coup d'état in 2013, the presence of the international community, including donors, international non-governmental organizations (INGOs), bilateral aid agencies and development banks, has increased. Over time, the influence of the international community has grown significantly in funding and implementing the majority of programs aiming at responding to education in emergencies and rebuilding the education system. This thesis, grounded in a literature review, demonstrates that education in emergencies and armed conflict holds a central place within political strategies and programs of most donors. The thesis analyzes the role of the international community and its interaction with the Government through a comprehensive examination of the functioning of the education system during the transitional Government between 2014 and 2016. In order to understand the context and drivers behind political motivations, perceptions held by families on the legitimacy of the Government as well as human and technical capacities of the Ministry of Education during this time are examined. To conduct this research, the chosen methodology builds on the triangulation of various kinds of complementing analyses, namely: existing information and data; interviews with education officials at central and decentralized levels as well as with families, schools and temporary learning spaces in Bangui and neighboring areas. In addition, representatives of key donor and international non-governmental organization have been interviewed. Through the analysis and application of this framework, this thesis contends that, on the one hand, the international community influences the education strategies through its funding and programs and, on the other hand, the Government, whose human and technical capacities have been weakened, approves these strategies in a consensual manner without formulating an overarching policy and strategy in the education sector. The factors underpinning the weaknesses of the education system are structural and anchored within the economic and socio-political history of the country. Inequalities in access to, and quality of, education are reinforced during times of armed conflict. In the Central African Republic, enduring cyclical causes of such inequalities have continued after the 2013 crisis. The results of the surveys conducted in schools and with families establish that supply in the education sector does not respond to corresponding demand. In this regard, the contribution by the community, for instance, recruitment and financing of the parent-teachers, is not only encouraged by the Government and the international community, but decisive in enabling access to education in the most remote areas. The education services are no longer under the sole control of the Government. Thus, education in times of conflict is conditioned by the potential for donor funding, families' own education strategies and the strong influence of the international community. However, the legitimacy of the Government is validated by the actions of the international community as the Ministry of Education takes ownership of such actions
Tukanda, Manya Daniel. « Evaluation de l'efficacité des établissements d'enseignement secondaire : analyse des indicateurs favorisant la plus-value pédagogique des établissements :étude réalisée en République Démocratique du Congo ». Doctoral thesis, Universite Libre de Bruxelles, 2010. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210135.
Texte intégralCompte tenu des distorsions importantes dans les conclusions des recherches « processus-produits » qui décrivent les relations entre les facteurs investis(inputs) et le produit (output) dans le domaine de l’éducation et au regard de la littérature interna-tionale mettant en relief une multitude de variables(macro et micro-sociologiques) qui semblent influencer la réussite scolaire des élèves, nous avons tenu à mettre en évidence dans le contexte de l’enseignement en RDC certaines variables d’ordre scolaire pouvant amener les écoles à la réalisation de la plus-value pédagogique.
Ces dernières décennies, il y a certes une prolifération des établissements d’enseignement jamais existée dans le système éducatif congolais. Mais, ce qui est frappant et étonnant dans ce système éducatif aujourd’hui est le fait de la différence de niveau très remarquable entre élèves de même profil fréquentant les établissements scolaires différents. Leurs élèves soumis à des tests standards, on constate que certains d’entre ces établissements réalisent la plus-value pédagogique alors que d’autres réalisent la moins-value.
Quelles sont les variables d’ordre scolaire pouvant expliquer cette différence de rendement ?Telle est la question principale à laquelle cette étude tente d’apporter quelques éléments de réponse. Face à cette question, l’hypothèse générale que nous avons émise est qu’il existe un « effet-établissement » qui influence les acquisitions de tous les profils d’élèves en classe.
Ce travail s’articule sur deux parties principales emboîtées. La première partie explore quelques théories sur la réussite ou l’échec scolaire des élèves et examine les résultats de quelques études empiriques mettant en relief les effets relatifs de scolarisation. La deuxième partie est consacrée à la description de la démarche méthodologique de notre recherche et à l’analyse des résultats des élèves à nos tests de français et de mathématique. Elle est aussi consacrée à l’analyse des réactions des enseignants et du personnel de direction scolaire à notre questionnaire relatif aux facteurs prioritaires sur lesquels on peut à l’instant porter en tout premier lieu une attention particulière afin d’améliorer le rendement scolaire.
Par une analyse des résultats de 605 élèves de dix-huit établissements de l'enseignement secondaire ayant passé nos tests et aussi par une analyse des réponses à notre questionnaire auquel 122 enseignants et 49 personnel ( conseillers, proviseurs et chefs d’établissement ) de direction des établissements concernés par cette étude ont réagi, nous avons tenté de mettre en évidence certaines caractéristiques scolaires pouvant entraîner la réalisation de la plus et/ou moins-value pédagogique dans une école.
D’une manière générale, les résultats de cette étude montrent que la différence de performances des élèves apprenant dans les établissements différents semble être liée à certaines caractéristiques propres aux établissements scolaires et à des pratiques enseignantes. Vu les résultats présentés par les élèves des classes identifiées comme étant « efficaces » et « équitables », les caractéristiques (celles mises en évidence) des écoles organisant ces classes donnent à penser que celles-ci exercent un effet sur les acquisitions des élèves.
Doctorat en Sciences Psychologiques et de l'éducation
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Cadilhon, François. « L'Enseignement secondaire à Bordeaux et dans le Sud-Ouest aquitain de la fin de l'Ancien Régime au début de la IIIe République ». Paris 4, 1989. http://www.theses.fr/1989PA040301.
Texte intégralIn spite of the general background and the political hazards illustrated by the original and short-lived experience of the central schools of the Revolution, the study of education in Aquitaine at the end of the Ancien Regime up to the 3rd republic reveals the ever-present problems that such education implies : the difficult organization and financial running of the schools, the monastic everyday life of teachers and pupils. The Falloux act broke with the past. By putting an end to university monopoly, it triggered off the radicalization of educational squabbles to a backcloth of politico-religious conflict in the relations between state and private schools. The act came during an economic mutation that was just as much educational as social and to which the elite of Aquitaine had difficulty adapting. Whereas the region had a high rate of school attendance up to 1824, it had lost its economic and educational vitality at the dawn of the industrial revolution
Serra, Angelique. « Le réseau éducatif à Briançon : de la République des Escartons (1343) à la fin du XIXème siècle ». Thesis, Lyon 2, 2014. http://www.theses.fr/2014LYO20138.
Texte intégralWhile dealing with the history of State Education for boys at large, the study undertaken focusses on one particular case, that of Briançon, an Alpine town located in the north of the “Hautes-Alpes” district.Over centuries, Briançon and the surrounding area had the benefit of high levels of literacy along with a keen interest in teaching going back to the Middle Ages with the establishment of a specific political system commonly referred to today as the Escartons Republic (1343-1789). Under this Republic, a novel school system run by the town was created.Based on local history data as well as the collection of municipal school archives available in Briançon -which we filed in the process- and also drawing on departmental and national archives, our research allows us first of all to trace the beginnings of this local education system back to the Middle Ages and then to describe this vanguard school system while comparing it to other existing school systems in France under the Old Regime.Next, our study looks at what happened to this unique system once the 'Escartons' came to an end during the French Revolution. In the 19th century, when new laws allowed for schooling to be organised throughout the country, did the Briançon school system manage to retain some aspects of its structure and former specificity? Along with its primary education, the town of Briançon set up a broader school system by first adding a secondary school and then an upper primary school. Did those schools conform to ministerial directives or did they combine local specificity and national requirements ? The study shows that for the first half of the century, they kept aspects of what set them apart from other schools but that, as time went on, they tended to blend into the general system.It is the intention of this thesis to demonstrate how, for any given people, access to education can be an essential prerequisite on the road to freedom, at a time when education is still a privilege for some. In Briançon, paradoxically, when the republic became nationwide, it deprived its school system of the innovative spirit that had been its trademark
Nkoula-Moulongo, Solange. « La cohérence discursive dans les productions écrites des apprenants du secondaire en République du Congo : anaphores et connecteurs ». Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA074/document.
Texte intégralThis doctoral thesis deals with an examination of the expression of discusivecoherence from the uses of anaphors and connectives by secondary and high school chidren in Congo. How do these linguistic tools exhibit textual cohesion? To make sense of the way in which certain cohesive markers organize the discursve cohernce, a contextualized and dynamic answer is provid in three parts. In forst party, the presentation of theories, context and methodogy is made. At this level the argument centres on three chapters. The first chapter focuses on the data from type of instruction that the pupils have receved. The third chapter presents our research methodology. Several operations are identified at this level. The second party concentrates on the "anaphoric appraoches". In chapter four, an examination of pronominal anaphors is carried out. In the fifth chapter, lexical anaphors are studied. In the light of Jean Michel Adam's (2008), Georges Kleiber's theories (1994), the uses of faithful, unfaithful, hyperononic, resomption and associatives by the learners. We devote two shapters here to takle the premiment pnenomina. Chapter six deals with enumerationand conclusion markers. In chapter seven, the argument centers on the justication and opposition connectives. These two types of connective are widely used in the congolese learners' papers
Suh, Eun-Young. « Étude critique du programme et des manuels d'enseignement du français langue étrangère dans le système secondaire coréen ». Paris 3, 2005. http://www.theses.fr/2005PA030024.
Texte intégralOur work is an analysis based on the gaps between curriculum, text books and classroom practice for the French foreign language teaching, as they were attested in the korean secondary educational system. In this context, we questioned the practicability of the curriculum as well as the pertinence of the official objectives ― focused on the imperative "to develop a communicative competence" ― in relation to the institutional conditions. Our enterprise, searching for a curricular approach which would better suit our Korean context, was inspired by a reflection on the notion of communication ; in the light of an intercultural point of view looking towards a school education which could acknowledge the value of the educational dimension for the learning of the French culture-language
Vita, Ndugumbo. « La reconstruction de l'éducation en contexte «d'après-guerre» en République démocratique du Congo : visions et rôles des acteurs et des bénéficiaires d’enseignement dans le développement du curriculum d’enseignement secondaire technique et professionnel au Sud-Kivu ». Doctoral thesis, Université Laval, 2014. http://hdl.handle.net/20.500.11794/25570.
Texte intégralThis Systems Approach Modeling Integral Action Research (SAMIAR) Cardinal and Morin (1994) take its place in the context of the reconstruction of education in the Democratic Republic of Congo, more precisely in the province of South Kivu. Indeed, reducing the gap between curriculum requirements, and social needs that secondary technical and vocational education should meet, is the main concern of this study. This gap is reflected in terms of mismatch between the needs of society and the teaching curriculum on the one hand, and on the other hand, in terms of lack of consistency between the skills in technical and vocational secondary education skills for the labor market. The literature about the development of the educational curriculum in various contexts, mainly in post-war contexts, has revealed how the beneficiaries and educational actors evolve in educational curriculum development (OECD, 1995; Lenoir and Bouillier-Oudot, 2006; Goddard, 2007; Trabelsi and Dubois, 2006; Benavente, 2006; Obura, 2003; Sinclair, 2005). The theoretical framework, symbolic interactionism (Coulon, 1993, Le Breton, 2004) supported by systems thinking (Bausch, 2001; Checkland, 1981; Lapointe, 1995; Morin, 2010) has allowed us to understand how, from the experiences and the visions of beneficiaries and the actors of teaching, can we develop and/or adjust the technical and vocational secondary education curriculum, and develop guiding principles of an action plan and its implementation to meet the emerging needs in the province of South Kivu in the post-war context. We use the Soft Systems Methodology to understand the complexity of the problem situation of education in South Kivu. Using two research techniques: focus groups and participation in the Round Table, we obtained results that meet our research objectives. These results relate to the visions of education and skills development in the teaching curriculum to meet emerging needs: need peace, social security, socio-economic and educational needs. Finally, the perceptions of the actors on the problematic situation of teaching were used to update the action changes to the education curriculum. To improve the current situation map, we have developed guiding principles for the design and implementation of action of a South Kivu technical and vocational education curriculum.
Niambi-Mayasi, Batiotila. « Déperdition des effectifs scolaires du second degré au Zaïre : le devenir professionnel des jeunes qui abandonnent leurs études en cours du cycle ». Doctoral thesis, Université Laval, 1987. http://hdl.handle.net/20.500.11794/29291.
Texte intégralAït-Mehdi, Halima. « Les obstacles à l'intégration sociale et scolaire dans la France coloniale et post-coloniale : enseignement de l'histoire et représentations de lycéens liés ou non aux immigrations (IIIème-Vème République) ». Amiens, 2014. http://www.theses.fr/2014AMIE0005.
Texte intégralLopez, Mendez Margarita. « Recherche-intervention : pédagogie active et numérique et formation des enseignants du secondaire en Afrique subsaharienne francophone, portée et limites : le cas de la République du Congo ». Electronic Thesis or Diss., Normandie, 2023. http://www.theses.fr/2023NORMC025.
Texte intégralThere are many speeches that accord importance to the integration of new pedagogies and new technologies in the search for quality and equitable education in sub-Saharan Africa. However, the difficulties that sub-Saharan African countries must overcome to integrate them into their education systems are colossal. These are mainly linked to five factors: political, economic, technological, human, and cultural situations. The last two factors interest us the most for our research, particularly resistance to change and lack of teacher training. Associated to the actions of the NGO Action Real, we experimented with a training program in ICT and in Active and Participatory Pedagogy with 100 participants (inspectors and teachers) in the Republic of Congo. We then evaluated the impact that this training programme had in the pedagogical practices of teachers and if it is able to generate a change despite the unfavorable structural conditions and if so, of what nature these changes are. Finally, we propose a training program that takes into account the elements collected on the field. We followed an intervention-research approach
Dimbasi-Ndofunsu, Jean-René. « L'effet-établissement et ses variables explicatives : évaluation de la plus et/ou moins value pédagogique en classe de deuxième secondaire :recherche des caractéristiques favorables à l'efficacité scolaire dans les écoles de Kinshasa ». Doctoral thesis, Universite Libre de Bruxelles, 2010. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210168.
Texte intégralPar ailleurs, la littérature internationale nous propose plusieurs variables qui semblent avoir un effet sur la réussite scolaire des élèves :des variables macro-sociologiques comme les facteurs politiques, organisationnels, socio-économiques et des variables micro-sociologiques comme les facteurs familiaux, individuels, culturels, scolaires, précisément des variables de contexte, des pratiques managériales, des pratiques enseignantes.
De plus, dans cette étude, nous allons nous attarder sur les facteurs micro-sociologiques, car à notre connaissance, il n’existe aucune étude empirique portant sur ces variables dans le contexte congolais. Autrement dit, le problème de recherche relève donc de la méconnaissance scientifique des relations entre l’effet-établissement et le rendement scolaire des élèves.
Le cadre théorique de cette étude est basé sur les théories du choix de l’échantillon (Boyl et Crowson), des strates emboîtées (Barr et Dreeben), des organisations (théorie de Mintzberg), de la bureaucratie professionnelle, de psychologie de comportement, de la réforme des milieux de travail, sur le modèle des interactions aptitude-traitement de Cronbach, sur le modèle multi-niveaux des effets éducatifs, sur le modèle intégré en éducation (Scheerens) ainsi que sur la recension des travaux antérieurs. Ce cadre théorique conduit à la formulation d’une hypothèse principale et des hypothèses secondaires rattachées aux variables de cette étude.
Une approche méthodologique mixte, descriptive et relationnelle permet de confirmer, d’infirmer et de nuancer ces hypothèses. Cette étude est réalisée auprès des 614 élèves, des 30 enseignants et des 22 chefs d’établissement. Elle est aussi menée auprès des 15 écoles publiques, privées et confessionnelles organisant les classes de deuxième secondaire. Les élèves remplissent un questionnaire contenant des renseignements généraux et répondent aux questions du pré-test et du post-test de français et des mathématiques composés par les conseillers du Ministère de l’éducation de la République Démocratique du Congo.
D’abord, les résultats concordent en général avec l’hypothèse principale de recherche. Ceux-ci mentionnent l’existence de l’effet-établissement dans les écoles étudiées. Ensuite, les résultats concordent dans l’ensemble avec les hypothèses secondaires rattachées aux variables retenues dans cette étude. Enfin, il faudrait indiquer que certaines hypothèses sont infirmées, voire nuancées.
Par ailleurs, des pistes de recherches sur l’effet de ces variables et des autres variables paraissent très intéressantes pour la meilleure compréhension de ce phénomène. Bien que cette recherche essaie d’apporter sa contribution à l’amélioration de l’efficacité scolaire du système éducatif congolais, cette dernière comporte tout de même certaines limites liées à l’expérimentation, à l’échantillon, aux instruments de mesure et aux travaux empiriques sur le sujet. Il semble donc nécessaire que d’autres études soient effectuées, afin de pallier à ces limites, d’élaborer de nouvelles théories et d’identifier d’autres antécédents éventuels de l’effet-établissement.
Doctorat en Sciences Psychologiques et de l'éducation
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You, Hee-Yeun. « Les cultures métalinguistiques dans l’enseignement et l’apprentissage du français et des langues en Corée du Sud ». Thesis, Paris 3, 2009. http://www.theses.fr/2009PA030104.
Texte intégralThis study bears on the metalinguistic culture that can be found in the teaching of languages in South Korea, at the level of secondary school, especially concerning French. This research aims at identifying which kind of educational culture is involved in the teaching of foreign languages as dispensed in the official instructions and the teacher’s guides and textbooks on the three languages [Korean, English, French]. In the school context, Korean learners follow the very same course in their study of foreign languages as their teachers previously did [Korean native tongue, English as only possible first foreign language]. We tried to determine whether there is an influence related to the order of this obligatory learning sequence [Korean, English, French], by examining the pedagogical discourses and linguistic descriptions which appear in the textbooks on the three languages, all texts coming from the 7th Reform of the curriculum. More particularly, we think we have shown, on the basis of an analysis of the textbooks and teacher’s guides on French, in which way metalinguistic and educational cultures that can be detected in the teaching of French are influenced by the metalinguistic and educational cultures which were referred to during the learning of Korean and English languages. The Korean authors of textbooks on French call upon concepts coming from the description of Korean or English languages, when there is no available equivalent between the target language and the source language
Postolachi, Irina. « Du texte à la scène - Didactique du Français Langue Étrangère par les approches théâtrales en République de Moldavie ». Thesis, Paris 3, 2020. http://www.theses.fr/2020PA030007.
Texte intégralOur thesis, based on the Didactics of Languages and Cultures, explores the potential of theater text as a pedagogical tool in classes of French as a Foreign Language (FFL). In an interdisciplinary cross, we started our thesis project : « From the text to the stage - Didactics of French as a Foreign Language through Theatrical Approaches in the Republic of Moldova », based on excerpts from L’Avare by Molière and in a particularly new perspective of the appropriation of foreign culture, as well as the artistic flourishing of the pupil and the future citizen. It is in this dynamic that we set up as a teaching insertion tool a theater workshop, with a group of learners from two 12th forms that study FFL in one of the high schools from the North of Moldova.The purpose of this work was to present, firstly, a review of the current situation of language teaching in the Republic of Moldova in secondary education, more specifically the status of the French language which has the distinction of being in second position (since its significant decline that began in 2010) behind English, the first foreign language taught in major cities. We also wondered about the roles and place of textbooks in the Moldovan class of FFL. Then, we tried to identify the reasons for the difficulties of the oral production of Moldovan learners in two classes of 12th form studying FFL (their communicative competences being located between levels B1 and B2, according to the CEFRL scale of evaluation), research carried out by means of a survey.The second goal of our research is to reflect on the contributions that theatrical practice can bring to the development of oral expression in French as a foreign language, especially in the management of the difficulties related to the linguistic, psychological and relational insecurity of Moldovan learners that find it difficul to act out while speaking French.We studied the possibility of elaborating from a new didactic perspective, the assessment of the performance of learners in the framework of teaching by skills, based on texts chosen from the French comedy of the seventeenth century : though measuring the profitability of this teaching method, the type and quality of the interaction produced, the satisfaction of the learner and the effectiveness of the teaching.Two initial hypotheses guided our research :1. The verbal passivity of Moldovan learners in the FFL classroom is closely related to their feeling of insecurity in the practice of the language ;2. Theater in the FFL classroom encourages students to produce language in a meaningful situation that allows them to appropriate the language. Theatrical practices develop and promote improvisation and the spontaneous expression of learners. It is also a privileged vehicle for the transmission of socio - cultural elements of language.Our hypotheses were tested through a theatrical experience, thanks to it we managed to analyze the peculiarities of the influence of artistic activities on various elements like body, voice and gestures, but also from a relational point of view. This last element allowed us to observe more closely the role of the teacher, the specific pedagogical preparation that implies, the difficulties (choice of the text, preparation of the theater workshop, time management, the limits inherent to this dynamic and the obstacles that it may encounter), the possible evaluation method for such teaching, the taking into account of the learners' involvement capacities
Kim, Jung-Sug. « L'enseignement de la culture française au sein de l'enseignement du français dans les lycées coréens : étude menée autour de manuels scolaires d'après le septième programme officiel ». Paris 3, 2007. http://www.theses.fr/2007PA030167.
Texte intégralThis study was motivated by our realization of urgent need for culture teaching in the education of French language at Korean high schools. Actually the 7th National Curriculum of Korea puts emphasis on culture in foreign language education, which has been rather neglected in earlier national curricula. Reflecting this shift of view, French textbooks published under the guidelines of new National Curriculum tend to contain much richer cultural elements than ever. As French education is mostly based on textbooks in Korean classrooms, textbooks play a critical role in teaching French to Korean students. In addition, since France is perceived as the country of “ culture ” to Korean people, experiencing and understanding of French culture provides a strong motivation to learn French for many Korean students, as well as comprises their main expectation in learning French. After all, culture teaching can not be excluded from French education at Korean high schools when the curricula goals and learners' motivation are taken into account. Therefore, this study aims at suggesting a model of teaching French culture in the framework of overall French education by taking into account Korean contexts including culture, students, and textbooks of Korea
Ayotte-Beaudet, Jean-Philippe. « Situation actuelle de l'éducation relative à l'environnement dans l'enseignement secondaire en République du Bénin ». Mémoire, 2013. http://www.archipel.uqam.ca/5752/1/M13002.pdf.
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