Search results for "Mode de régulation"
showing 4 items of 4 documents
Un point de vue historique sur l'articulation entre politique nationale et politiques locales d'éducation
2005
International audience
De l'interventionnisme d'État à la libéralisation de l'école
2008
Cet article écrit pour le 40ème anniversaire des évènements de 1968 dans le monde, en Europe et en Suisse tente de montrer que ce qui s'est passé dans l'école n'est pas étranger à ce qui s'est passé dans les autres structures sociales : hôpitaux, usines . Ainsi l'évolution des modes de régulation qui s'installent dans les systèmes éducatifs n'est pas étrangère à l'évolution des modes de régulation installés dans les autres structures de l'Etat qui eux-mêmes ne sont pas étrangers aux modes de régulation dominants dans le monde. Après un bref rappel historique, quelques caractéristiques socio-politiques des revendications des années soixante sont rappelées, et sur cette base la situation de l…
Internal regulation of schools : School headmasters and the regulation of teachers'acitivities
2007
The decentralization process of educational system and autonomy given to secondary schools leads to redefinition of the role of school headmasters particularly in the field of pedagogy. Moreover, the traditional mechanism of regulation of teachers' activities (inspection) has been declined. In this case the headmasters of the schools should act as the regulator of teachers' activities. On the one side in literature it has been set that the conflict between bureaucratic and professional characteristics leads to weakening the regulation and problems existing between the headmasters and his teachers. Are the consequences of all the above mentioned issues lead to loose the regulation of teacher…
La régulation de l'éducation en France et dans les pays anglo-saxons. Une comparaison
2004
The autonomy of the schools increased in most educational systems for the last twenty years. So, educational systems had to implement regulation policies in order to orient the action of the agents towards the nation's aims. While England and the United States implemented a regulation by results (incentives linked to school's or teacher's results), France relies on a regulation by process (incentives to implement ‘pedagogical forms' which are supposed to be relevant). These two policies are described, then they are confronted with regard to their internal coherence and tensions, with in mind the question of the French model being a viable one, able to offer an option to the anglo-saxon mode…