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Статті в журналах з теми "Éducation et informatique – Congo (République démocratique)":
Mpia, Héritier Nsenge. "Des griefs de l’échec de l’enseignement de l’informatique dans des universités de la RDC : Enjeux socio-didactiques de la crise." Revue Internationale Multidisciplinaire Etincelle 22, no. 1 (November 10, 2020): 1–14. http://dx.doi.org/10.61532/rime221111.
BALEMBA, Lionel. "Déterminants du chômage des jeunes en République démocratique du Congo : une analyse Empirique de 2001-2020." Journal of Academic Finance 14, no. 1 (June 30, 2023): 99–111. http://dx.doi.org/10.59051/joaf.v14i1.553.
Nyandue Ompola, José. "La cartographie numérique et son apport dans l’organisation du recensement en République Démocratique du Congo." Revue Congolaise des Sciences & Technologies 01, no. 02 (November 20, 2022): 110–18. http://dx.doi.org/10.59228/rcst.022.v1.i2.14.
Didyme-Paul, LUMBU BUSHIRI, and Pierre TSHIBANGU. "PANNES DES ORDINATEURS A LA CARITAS/KINDU ET MODE OPERATOIRE DE LEUR MAINTENANCE DE 2019 A 2021." International Journal For Research In Advanced Computer Science And Engineering 9, no. 3 (June 22, 2023): 1–5. http://dx.doi.org/10.53555/cse.v9i3.2261.
Fifi, Ilunga Kalombo, and Sem Mbimbi Pascal. "Insertion des femmes diplômées d’universités dans milieu professionnel à Lubumbashi en République démocratique du Congo." Journal of Business and Management Studies 3, no. 1 (January 6, 2021): 01–10. http://dx.doi.org/10.32996/jbms.2021.3.1.1.
Kalokalo Yangonde, Julien, and Marcel Kadimba Ilunga. "L’apport de l’éducation non formelle des femmes vulnérables comme moteur du développement en République Démocratique du Congo." Revue Congolaise des Sciences & Technologies 02, no. 01 (February 20, 2023): 176–84. http://dx.doi.org/10.59228/rcst.023.v2.i1.22.
Angotako Mawanzo, Denise. "Collaboration entre école et parents dans la gestion de la scolarité des filles en République Démocratique du Congo : Dialogue asymétrique entre théorie et pratique." Encounters in Theory and History of Education 23 (December 19, 2022): 200–222. http://dx.doi.org/10.24908/encounters.v23i0.16172.
Дисертації з теми "Éducation et informatique – Congo (République démocratique)":
Kaninda, Tshitwala Lynda. "Analyse des pratiques computationnelles anormes des enseignants du primaire en République Démocratique du Congo : réflexions pour une théorie des pratiques retournées." Electronic Thesis or Diss., Bordeaux 3, 2023. http://www.theses.fr/2023BOR30039.
This research work examines the computational practices of Congolese primary school teachers who have been introduced to computer tools and services as part of the Francophone initiative for distance teacher training (IFADEM, in French). It proposes a discourse that distances itself from any a priori conformity or non-conformity to the norms of use prescribed by the body of trainers in information and communication technologies for education (ICTE). The aim of this doctoral project is to understand the "reversed" mechanisms - as singular as they are individual, as novel as they are unstable - by which each practitioner reinvents the use of ICTE (abnormal computational usage practices). What are the representational, contextual, pedagogical and transliterative factors by which some of these users act as practitioner-refusers? To answer this question, we carried out a microsociological analysis. Our methodology is based on a research-action-training approach, using both qualitative (interviews and screen tracking) and quantitative (statistical processing of questionnaires) techniques. Contrary to our initial hypotheses, the conclusions we reached are rather surprising
Matabishi, Namashunju Samuel. "Langues, éducation et développement durable en République Démocratique du Congo." Rouen, 2016. http://www.theses.fr/2016ROUEL019.
This thesis is about languages, education and sustainable development in the Democratic Republic of Congo. As far as linguistics and Culture are concerned, the D. R C. Is one of the countries most multilingual and multicultural in Africa. To that socio-cultural wealth is added the natural wealth (resources) that make some Geologists say the D. R. C is a “geological scandal”. This should be of great advantage to the welfare of the inhabitants of this country; one of the aims of a durable development. However, on social plan there is a great contrast between this geological scandal and the human development and welfare of Congolese because the D. R. C. Remains one of the poorest countries in the world. How can the socio cultural wealth and the natural wealth be combined to impulse the durable development in the D. R. C. ? Which are the necessary strategies to apply so as to make Congolese languages become instruments to the durable development? The aim of this thesis is to study the relationship between languages, education and durable development in D. R. C. In other words it consists of studying the impact of the learning of the Congolese languages on the durable development in the D. R. C. For this purpose one of the methodological approaches of our study is interviewing people. It contains 38 interviews completed by the transcription of radio emissions and the reading of appropriate literature on the topic. According to the interdisciplinary approaches applied to the interviews to five types (civil, society, politics and enterprise) of Congolese people we came to the following results: languages, education and durable development are linked and interdependent. Languages as ways of transmission of information on durable development have an impact on the education of people. Education on its hand promotes durable development. Depending on how people are educated and informed the durable development contributes to the improvement of education such as improving the tools of education in schools. It contributes as well to the enrichment and protection of languages. We have therefore shown that by protecting people assuring them good standard of life we also protect their languages so that they do not disappear. It is good to sensitize, form and inform people in their own languages, those that they control very well. The language is not the only factor to impulse lasting development though it contributes a lot. There is need to involve others such as political, economical, environmental factors… Thus the need to an interdisciplinary approaches to address the relationship between languages, education and durable development in a multilingual and multicultural context of the D. R. C
Kibondzi, Marcel. "Scolarisation, appartenances sociales et allocation statutaire en République populaire du Congo." Bordeaux 2, 1989. http://www.theses.fr/1989BOR21004.
On the one hand, the author shows how particular structures determine a significant relationship between school and professional positions. Position at school is defined as a level of school socialization to which a system of more or less legitimate expectations for professional insertion is associated. Given the mainly administrative nature of the economy, the commonest form of professional insertion is into the civil service. On the other, the author shows how this relationship is perturbed by factors relating to the very constitutionality of congolese society. Indeed, the latter is a mosaic of societal units and familial societies perpetually competing for administrative power. An unstable equilibrium or conflictual harmony is obtained only at the price of associating familial societies, which are apparently or truly competitive, in the process of administrative control
Kambaji, Lukusa. "Éducation et environnement : l'école catholique zaïroise comme épée à double tranchant, objet et lieu de luttes idéologiques et de pouvoir hégémonique (1906-1977)." Doctoral thesis, Université Laval, 1989. http://hdl.handle.net/20.500.11794/29437.
Lokonda, Nkoto Albertine. "L'éducation des jeunes dans la société mongo au Zaïre : les Nkundo de Mbandaka et les Ntomb'e Maloko de Bikoro." Paris 5, 1986. http://www.theses.fr/1986PA05H107.
This study starts with a general survey of the mongos'origins and their migrations. The mongos, descended from their ancestor mbombiyanda, emigrated from the north to the south, along the valley of the Nile, and came out into Zaïre across the region known as high-Zaïre. After bloody battles, they occupied the lands where they now live and which cover about one-fifth of Zaïre. As for the lands of the nkundos of mbandaka and of the ntomb'e malokos, they can be estimated at about one-thirtieth of the mongo domain. In the second part, the social and political structures of the mongos are explained. Both structures are based on kin. The political aspect is based more particularly on the authority of the nsomi family. After the upbringing has been defined, its various agents are set out. Besides the important role played by the mother and her relatives, these agents are above all the relatives on the paternal side. As for the means of this upbringing, the stress is laid especially on their rites. In the elements of their upbringing, the following points are studied : society (as seen before), language, jobs, time, counting, habits and customs, manners, morals standards, ancestral wisdom and spiritual inheritance. The third part shows how this educational system is nowadays experiencing a cultural and social crisis, through the loss of the authority of the clan, and a parental crisis through the introduction of new cultural elements such as : schools, new religions. . . The fourth part, once the survival of the traditional upbringing has been demonstrated, leads naturally to the general conclusion of this study
Kabasele, Mputu Wa Mbumba. "Pourquoi et comment préserver les traditions dans la formation scolaire et extra-scolaire dans un milieu rural de la société zaïroise : les cas chez les Luba du Kasaï, l'enfant de 6 à 12 ans, 1961-1981." Paris 5, 1986. http://www.theses.fr/1986PA05H047.
The thesis written on tradition an modernity showed there was a contradiction that people could not explain. Among the authors who studied this problem on tradition and modernity, we could draw 3 opinions: !) One which translates the traditions, is the major source of identity 2) one another is the problem which hinders the development of modernity. 3) One more mixed attempts to assure the future by necessary technical means, by using example on tradition. I have chosen this mixed opinion as i have studied the tradition as the way to maintain traditional society against some exaggerations and risks unexpected. 87,5 % of people interviewed had followed traditional education. 80 % of them had transmitted traditions to members of their community. 60 % distinguished that members of the community had a positive attitude face to tradition (see tables no 1,2,3). Yes to modernity, to change, to development of rural society and so to regard for cultural personal identity. If the traditional society would to leave underdevelopment, it is obliged to produce more and get into working order. In my discourse, school is the best way to reach the objectives above-mentioned. In fine, school transmits values, customs, morale and knowledges which are characters of global society and authorize itself to function well
Bongo, Noël Manuel. "Relations entre le système éducatif et le système productif dans les pays en voie de développement : le cas du Congo." Dijon, 1994. http://www.theses.fr/1994DIJOE014.
The aim of this research is to explore some aspects of the functioning of the work market and the articulations between the educational system and production on developing countries in general, and in the Congo in particular. This study is made of three parts of three chapters each, respectively devoted to the observation of the empirical situation, reflexions on the existing theories (their applications in lessdevelopped economies), and the production of complementary analyses. The first chapter of the first part is an introduction to the band and people and to some economic and financial aspects of the Congo. The second chapter focuses on the role of education in the economic and social development of the country. The third one is both an introduction to - and a critical analysis of - the congolese educational system. As for the second part, it aims at pointing out the methodological and theoretical tools which can help understand the relations between the production system and the educational one. The first chapter of this part is a theoretical analysis of the functionning of work market through the interpretations of currents of thought in economics. The second one attempts to show the complexity of relations between education and employment in developing countries, and the last one presents some notions about economic systems and structures in those countries. At last, the third part will be devoted to the statement of the relation between education training and employment; this relation is drawn from investigation. .
Fortin, Lana. "L'enseignement scolaire et la bourgeoisie nationale en pays colonisé : le cas des "évolués" au Congo belge." Master's thesis, Université Laval, 1989. http://hdl.handle.net/20.500.11794/29441.
Edinga, Kadima. "La politique de l'éducation au Congo (Za͏̈ire) de 1960-1989." Paris 8, 2000. http://www.theses.fr/2000PA081827.
Dihele, Dya Welo. "La formation technique et la mentalité traditionnelle dans les pays en voie de développement : étude de cas : Zaïre." Paris 5, 1994. http://www.theses.fr/1994PA05H101.