6533b81ffe1ef96bd1278214
RESEARCH PRODUCT
Jusqu'où peut-on comparer les apprentissages scolaires ?
Jean Bourdonsubject
Learning in schoolCamerounCommon school testsLearning in schoolCameroonApprentissage scolaireTest d'évaluationAnalyse comparativeFranceCamerounApprentissage scolaire[SHS.EDU] Humanities and Social Sciences/EducationCommon school testsAnalyse comparativeCameroonFrance[SHS.ECO] Humanities and Social Sciences/Economics and FinanceTest d'évaluationdescription
The pertinent review for the early knowledge learning in school and their links with quality matters is a complex issue, expressly in a comparative approach when crossing the variety on the range for economic development. But the increasingly frequent reference for a universal basic knowledge, in a connection with a claim concerning a global convergence, as a necessity in self determination for everyone to apply for a minimum level in literacy, raises the question whereby the comparative description of the factors of effectiveness of the school. In this note, the objective is only centred on the concerns for a comparison in measurement relating to results of a common school test led to pupils living in countries largely different in the economic development scale (Cameroon and France), are equivalent, this with children located in equivalent school grades, where the language of teaching is the same one. This comparison shows, in spite of the differences in contexts, similarities in the “education production function” and thus would allow defining this basic knowledge as a near homogenous collective good.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2007-06-01 |