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Artykuły w czasopismach na temat "Enseignement secondaire – République centrafricaine"
Vall, Eric, Aimé Landry Dongmo, Oumarou Abakar i Christian Meyer. "La traction animale dans le nouveau contexte des savanes cotonnières du Tchad, du Cameroun et de la République centrafricaine I. Diffusion de la traction animale et sa place dans les exploitations". Revue d’élevage et de médecine vétérinaire des pays tropicaux 55, nr 2 (1.02.2002): 117. http://dx.doi.org/10.19182/remvt.9832.
Pełny tekst źródłaBARBIER, Olivier, Émilie BILICHTIN, Sarah AMAR i Maëlle RACLE. "La formation actuelle des chirurgiens orthopédistes militaires français déployés en opérations extérieures est-elle pertinente?" Médecine et Armées Vol. 49 No. 1, Volume 49, Numéro 1 (8.03.2023): 39–52. http://dx.doi.org/10.17184/eac.7480.
Pełny tekst źródłaBATUNGILA MBUYI, Jean Hilaire. "IMPLANTATION D’UN ETABLISSEMENT D’ENSEIGNEMENT SUPERIEUR ET UNIVERSITAIRE EN MILIEU RURAL ET LUTTE CONTRE LA SOUS QUALIFICATION DES ENSEIGNANTS DU SECONDAIRE : CAS DE L’INSTITUT SUPERIEUR PEDAGOGIQUE MASHALA (2013 – 2020)". Tanganyika Journal Of science 3, nr 1 (20.06.2023): 16–28. http://dx.doi.org/10.59296/tgjs.2331002.
Pełny tekst źródłaRozprawy doktorskie na temat "Enseignement secondaire – République centrafricaine"
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.
Pełny tekst źródłaOur 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.
Pełny tekst źródłaThis 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.
Pełny tekst źródłaGounebana, 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.
Pełny tekst źródłaThis 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.
Pełny tekst źródłaMartin, 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.
Pełny tekst źródłaFor 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.
Pełny tekst źródłaThis 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.
Pełny tekst źródłaThe 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.
Pełny tekst źródłaShin, 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.
Pełny tekst źródłaIn 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
Książki na temat "Enseignement secondaire – République centrafricaine"
Martin, Jean-Luc. La politique de léducation physique sous la Ve République: Enseignement secondaire. Paris: Presses universitaires de France, 1999.
Znajdź pełny tekst źródłaMuller, Christian Alain. Le collège de la République: Enseignement secondaire et formation de l'élite à Genève, 1814-1911. Genève: Slatkine, 2009.
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