Search results for "FRANCE"

A qui profite le tutorat mis en place dans le premier cycle universitaire ?

2000

International audience; Cet article présente les résultats d'une recherche portant sur l'évaluation du tutorat d'accompagnement mis en place en première année de premier cycle universitaire à l'Université de Bourgogne. Ce dispositif de soutien destiné aux étudiants en difficulté est basé sur les principes du volontariat et du libre accès. Les résultats principaux de cette évaluation font apparaître un effet positif du dispositif, bien que les plus concernés par ces actions de soutien ne soient cependant pas les plus présents ni les plus assidus.

Les Diplômés DNAT 2005 : Enquête nationale sur le parcours d'insertion professionnelle 18 mois après le diplôme

2007

Le diplôme national d'arts et techniques (DNAT) conclut le cycle court (3 ans) des écoles supérieures d'art françaises. Cette étude présente les résultats d'une enquête nationale sur les diplômés de la promotion 2005. Les conditions d'insertion de ces diplômés sont observées et analysées 18 mois après le diplôme. La prochaine enquête sur cette promotion interviendra à l'échéance de 36 mois. (Rapport fin 2008)

Les études artistiques : hétérogénéité des écoles supérieures d'art, pratiques étudiantes et réussite scolaire

2003

International audience

Efficience de l'enseignement supérieur dans la production des élites

2004

International audience

Des chiroptères et des hommes : zoom sur les travaux de Pierline Tournant

2012

Inefficiency in the French System of Higher Education

1982

International audience; This article sets out to present the French higher education system as it exists at present, pinpointing the main causes of the malfunctioning or inefficiency now unanimously attributed to it by students, employers, governments and even teachers. The trends and reforms of the last 15 years or so already bear witness to a fundamental adaptation of the system to new guiding concerns. Yet this development is slow and uneven, being kept in check by certain institutions, themselves so well-established as to be taken for granted. We shall attempt here to identify them.

Education and Employment: A Survey of French Research

1981

There is little doubt that at the end of the 1 960s, French research into the education-income relationship as a means of analysing also the relationship between training and employment remained unadvanced by comparison with work of this kind undertaken in English-speaking countries. Mainly attributable to a lack of appropriate data, this weakness incited the public authorities to develop, at the beginning of the 1970s, the gathering of such information, first on the cost of education, and then on wage levels. Thenceforth, the education-income relationship was subject to close analysis, while studies were carried out to elucidate the influence of variables other than education itself. Indee…

Unequal Attainments: Ethnic educational inequalities in ten Western countries

2014

Western countries have become increasingly diverse in recent decades and these demographic trends are certain to continue. The resulting ethnic diversity is a major challenge to policy-makers, who need to tackle issues of social justice and social integration. Education plays a pivotal role since it is the major stepping stone for the children of immigrants to successful economic integration and also plays a major role in social and political integration more generally since education gives access to the skills, resources and contacts which enable individuals to participate fully in the life of their society. Our central research questions are: Do the descendants of migrants experience equa…

Accessibility and Equity in a State-funded System of Higher Education: The French Case

2006

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Higher Education and Markets in France

2004

When looking at the place of the market in French higher education, one might be surprised by the distance between the opportunities offered by the legal framework and the actual behaviour of institutions and individuals. It is certainly partly due to a national culture that views education as a public service that needs to be provided through a centralised organisation.