0000000000335264
AUTHOR
Jean-marc Bernard
showing 3 related works from this author
Guide méthodologique d'analyse de la question enseignante: initiative pour la formation des enseignants en Afriqe subsaharienne (TTISSA) : guide pour…
2011
Ce guide vise à permettre une analyse des différentes dimensions de la question enseignante dans différents pays, avec l'objectif de construire une vision globale de cette question. Le travail qu'il vise à soutenir n'est donc pas descriptif mais plutôt analytique. Le but n'est pas de décrire tel ou tel aspect du système, tels que le déploiement des enseignants ou la formation, des fonctions, mais plutôt d'analyser les situations existantes et les résultats obtenus et de tenter d'identifier la gamme des options possibles dans le pays . L'analyse permet d'identifier les espaces de dialogue pour définir la politique de l'enseignant
Methodological Guide for the Analysis of Teacher Issues : : Teacher Training Initiative for Sub-Saharan Africa (TTISSA) : Teacher Policy Development …
2011
This guide aims to permit an analysis of the different dimensions of the teacher issue in various countries, with the objective of building a global vision of this issue. The work that it aims to support is thus not descriptive but rather analytical. In essence, the goal is not to describe how this or that aspect of the system, such as teacher deployment or training, functions, but rather to analyze existing situations and the results obtained and to attempt to identify the range of options possible in the country. The analysis allows the identification of spaces for dialogue to define teacher policy
The Education Production Function reviewed in the framework of Education For All in Sub-Saharan Africa: from theoretical and methodological bounds to…
2007
The Coleman report (1966) was the first of numerous researches exploring quality of learning determinants analysis. With the Education Production Function (EPF), economists have greatly contributed to the extension of this research domain. Actually, empirical works are leading the field with important methodological debates which have fuelled controversies (Hanushek, 2003; Krueger, 2003). Thus, methodological issues have particularly rallied researchers' interests on empirical estimations, while academic researches on the renewal of the theoretical framework have remained scarce despite obvious bounds. Without contesting the validity of miscellaneous estimation problems and the necessity of…