Search results for "valeur ajoutée"
showing 3 items of 3 documents
Putting Inputs to Work in Elementary Schools: What Can Be Done in the Philippines?
1997
The paper consists in estimating a value-added educational production function of primary education in the Philippines. The information used match household and school-based survey data. The Huber White technique is used so as to take into account the problem of heteroscedasticity when merging individual pupil variables with class/school variables; this procedure helps relate the outcome side of the production (student learning) that concerns the individual level with the input side (school inputs such as teacher qualification, class-size, availability of pedagogical materials, ..) that concerns an aggregate level (class or school). The results show that students taught by a teachers holdin…
Legumes in 21st century Europe: present and future importance in agri-food systems? New challenges for reseach.
2013
Intensification of agriculture since 1950 has globally led to the decline of grain legume crops, which currently represent less than 3 % of arable crops in France and Europe. Nevertheless, legumes have several major assets (i) as plant proteins for animal feed and human food and (ii) as plants fixing atmospheric N2 and thereby saving nitrogen inputs in cropping systems, and (iii) as diversification crops. The analysis of forage and grain legume producing systems in France showed that the dominant system results in a lock-in of the different factors limiting legume insertion into the current systems. But legumes could have a major role to play in the agroecological transition towards more su…
Réflexions méthodologiques sur l'apport d'un dispositif de formation innovant concernant le développement des compétences non académiques
2014
Les formations universitaires, générales ou professionnelles, se sont peu intéressées jusqu'à présent au développement des compétences non cognitives des étudiants. De nombreux travaux de recherches soulignent néanmoins l'importance de certaines compétences sur les parcours de formation, d'insertion ou de mobilité professionnelle indépendamment des savoirs cognitifs acquis par les individus (Bowles et alii, 2001 ; Heckman et alii ; 2006...). Se pose la question de l'évaluation de ces compétences, surtout lorsque les formations cherchent à les inscrire dans leur cursus. Les travaux sur l'évaluation montrent que l'acquisition des compétences sociales ou non cognitives est en général beaucoup …