Réformer les contenus d'enseignement

Mangez, Éric

doi:10.3917/puf.mange.2008.01

Cited by 37 publications

(11 citation statements)

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“…Beaucoup de travaux français et étrangers signalent la diffusion des perspectives « constructivistes » ou « non directives » (valorisation de l'autonomie, de l'expérience des élèves, de l'épanouissement, etc.) et leur effet dans les mécanismes de différenciation pédagogique (Kerlan, 2001 ;Hayes & Dayles, 2001 ;Mangez, 2008 ;Rochex & Crinon, 2011 ;Deauvieau, 2009 ;etc.). Deux aspects sont à considérer.…”

Section: Resultsunclassified

La différenciation pédagogique : quels modes d’explication sociologique ?

Baudin¹

2014

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De nombreux travaux, français et internationaux, mettent en évidence depuis plusieurs décennies en quoi et pourquoi les enseignements, obéissant au même cadre officiel, se différencient conjointement. Ce texte s'attache à mettre ces travaux en relation pour décrire les mécanismes et les facteurs qui conduisent à une variation du curriculum réel. Il aborde successivement l'effet de la composition sociale et scolaire du public, des caractéristiques des enseignants et du contexte des écoles. L'analyse dresse ainsi un vaste tableau qui permet de comprendre comment se construisent des inégalités scolaires dans les divers enseignements et à différentes strates de l'école (activités, disciplines, classes, écoles, etc.). M ots-clés (TESE) : contenu de l'éducation, programme d'études, tronc commun, matière d'enseignement, savoir.

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Section: Resultsunclassified

La différenciation pédagogique : quels modes d’explication sociologique ?

Baudin¹

2014

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“…The purpose of this article is not to analyse all the aspects of this common grid, but to take the main findings of the three national cases concerning the reception of this international survey in order to understand to what extent it contributed to structure the public debate in these countries. Reception does not mean a vertical transmission of messages from the international to the national level but a cognitive activity when these are accepted, refused or renegotiated by actors (Mangez, 2008). The public debate is analysed through three main components which are presented in a very descriptive and generic way.…”

Section: Methodology Of a Comparisonmentioning

confidence: 99%

What Do We Really Learn from PISA? The Sociology of its Reception in Three European Countries (2001–2008)¹

Pons

2011

Euro J of Education

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This article synthesises some findings of an international research project called Know&Pol to question the effects of the OECD's Programme for International Student Assessment (PISA) on the public debate in three European countries (France, Portugal and Scotland). Using a political science approach, it shows that Pisa did not favour policy learning among actors, but confirmed their pre‐existing opinions and policy stances and that it legitimised them by affixing them with the seal of a statistical international survey.

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“…Some teachers are partially discharged of their teaching load in order to accomplish specific tasks, like school mediation or computer upkeeping, for instance. Some teachers are charged with helping to implement the current reforms (Mangez 2008).…”

Section: Changing Working Conditions Within Educational Institutionsmentioning

confidence: 99%

How the World of Work Transforms Educational Institutions

Duc

Duemmler

Durler

et al. 2019

Swiss Journal of Sociology

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The Introduction of Labor-Market Requirements into the Educational System Educational institutions differ in their proximity to the world of work. While some prepare learners for a future school-to-work transition or train them in a specific occupation or profession, others offer a more general educational program that is more distant from labor-market requirements. Economic labor market concerns do not automatically enter and merge with the inherent logics of educational institutions. Educational institutions do not only function to prepare individuals for the labor market, but also to integrate them into society socially, culturally and politically. Nevertheless, there is a relationship between school levels and their proximity to labor-market requirements. While obligatory educational programs are logically more distant from the employment system, post-obligatory secondary and tertiary educational programs tend to be related to this system more closely, albeit in different ways. In Switzerland, post-obligatory education has historically been divided into academic, general and vocational education. The proximity to labor-market requirements is greatest in the latter (Georg and Sattel 2006). The vocational education and training (VET) system, which dominates the post-mandatory educational system in Switzerland, trains apprentices to be able to enter occupational positions in the labor market immediately after completing their training. Indeed, occupational organizations define the ordinances and the main components of the relevant curriculum, while state federal authorities are only responsible for issuing them (SEFRI 2018). During the last few decades, however, educational policy has become more prominent in formulating strategies and initiating reforms in order to better adapt the educational system and its programs to labor-market realities and changes (Tomlinson 2013). Since the 1990s, the attractiveness of VET and its capacity to adapt to the labor market's requirements for new and higher qualifications have been questioned. Increasing numbers of students have been drawn to higher education (Kiener and Gonon 1998). In response, new vocational programs were created to enable lifelong learning and continuous integration into the employment system, universities of applied sciences were established and the VET system introduced the Vocational Baccalaureate Diploma. These reforms were intended to render the system more permeable to tertiary education in view of a labor market situated in a globalized economy and based on knowledge-intensive activities (Kiener and Gonon 1998). The academic system has not escaped educational strategies to take labor-market needs more into account, in particular in light of the expansion of the university

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Réformer les contenus d'enseignement

Cited by 37 publications

References 0 publications

La différenciation pédagogique : quels modes d’explication sociologique ?

La différenciation pédagogique : quels modes d’explication sociologique ?

What Do We Really Learn from PISA? The Sociology of its Reception in Three European Countries (2001–2008)¹

How the World of Work Transforms Educational Institutions

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Réformer les contenus d'enseignement

Cited by 37 publications

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La différenciation pédagogique : quels modes d’explication sociologique ?

La différenciation pédagogique : quels modes d’explication sociologique ?

What Do We Really Learn from PISA? The Sociology of its Reception in Three European Countries (2001–2008)1

How the World of Work Transforms Educational Institutions

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What Do We Really Learn from PISA? The Sociology of its Reception in Three European Countries (2001–2008)¹