1,720,954 research outputs found
L'approche par compétences dans les pays en développement: Effets des réformes curriculaires en Afrique Subsaharienne
Get PDFFor decades, all analyzes converge on the idea of the relative inefficiency of education systems in sub-Saharan Africa. Dropout, repetition, overstaffing, low quality of learning student failure and obsolescence of facilities, teaching materials and teachers, including sometimes the levels and quality of education remain somewhat uncertain, inadequate educational programs. In short, these are some of the ills that plague these systems and confirm the findings made by many reports.Given this weakness finding, educational authorities, supported by international aid mobilized in many countries to improve their systems to qualitatively, but also quantitatively equity because we must not forget in these systems, the structural and contextual dimorphism makes them highly unequal. Faced with this crisis, one of the interviews solutions with short and medium-term effects has been to fundamentally rethink the curriculum. In this context, the competencies approach constitutes one of the major developments in educational research of the past three decades, was selected as most suitable to meet the basic educational needs of school populations.To define its contours and appreciate the merits, an objective analysis of the results of these reforms, some of which began in 1998 was necessary. Thus, this research aims to assess both the relevance that the level of effectiveness of curricular reforms implemented in three Francophone African countries namely: Benin, Gabon and Madagascar. Drawing on data from the educational systems analysis program in Francophone Africa (PASEC) and an ad hoc survey in Gabon, the study attempts to identify the determinants of educational effectiveness from the comparative performance analysis and a sequential study of teaching practices. If the results come out real transformations from the perspective of teaching practices, school performance indicators are in turn quite disappointing. However, with major support measures what initiated the educational authorities in some countries, we can expect much better results in time.Depuis des décennies, toutes les analyses convergent vers l'idée d'une relative inefficacité des systèmes éducatifs d'Afrique subsaharienne. Décrochage, redoublements, effectifs pléthoriques, faible qualité des acquis d'élèves, insuffisance et obsolescence des structures d'accueil, du matériel didactique et des enseignants, dont parfois les niveaux et qualité de formation restent quelque peu incertains, inadaptation des programmes d'enseignement. Bref, tels sont quelques uns des maux qui minent lesdits systèmes et confirment les constats établis par de nombreux rapports.Face à ce constat de faiblesse, les autorités éducatives, soutenues par l'aide internationale se sont mobilisées dans plusieurs pays en vue d'améliorer leurs systèmes respectifs aux plans qualitatif, quantitatif mais aussi d'équité car, il ne faut pas l'oublier, dans ces systèmes, le dimorphisme structurel et contextuel les rend fortement inégalitaires. Devant cette crise, l'une des solutions entrevues, avec effets à court et moyen terme, a consisté à revoir fondamentalement les programmes d'enseignement. Dans ce contexte, l'approche par les compétences qui constitue l'une des grandes évolutions de la recherche éducative de ces trois dernières décennies, a été retenue comme plus apte à répondre aux besoins éducatifs fondamentaux des populations scolarisées.Pour en cerner les contours et en apprécier le bienfondé, une analyse objective des résultats desdites réformes, dont certaines ont débuté depuis 1998 était nécessaire. Ainsi, cette recherche a pour objectif d'évaluer aussi bien la pertinence que le niveau d'efficacité des réformes curriculaires mises en oeuvre dans trois pays d'Afrique francophone à savoir : le Bénin, le Gabon et Madagascar. Prenant appui sur les données issues du programme d'analyse des systèmes éducatifs d'Afrique francophone (PASEC) ainsi qu'une enquête ad hoc menée au Gabon, l'étude tente de cerner les déterminants de l'efficacité éducative à partir de l'analyse comparative des performances et d'une étude séquentielle des pratiques d'enseignement. Si les résultats ressortent des transformations réelles du point de vue des pratiques pédagogiques, les indicateurs de performances scolaires restent quant à eux assez décevants. Pour autant, avec les mesures d'accompagnement d'envergure qu'ont initiées les autorités éducatives de certains pays, on peut s'attendre à de bien meilleurs résultats dans le temps
The competency-based approach in developing countries : effects of curricular reforms in Sub-Saharan Africa
No full textDepuis des décennies, toutes les analyses convergent vers l’idée d’une relative inefficacité des systèmes éducatifs d’Afrique subsaharienne. Décrochage, redoublements, effectifs pléthoriques, faible qualité des acquis d’élèves, insuffisance et obsolescence des structures d’accueil, du matériel didactique et des enseignants, dont parfois les niveaux et qualité de formation restent quelque peu incertains, inadaptation des programmes d’enseignement. Bref, tels sont quelques uns des maux qui minent lesdits systèmes et confirment les constats établis par de nombreux rapports. Face à ce constat de faiblesse, les autorités éducatives, soutenues par l’aide internationale se sont mobilisées dans plusieurs pays en vue d’améliorer leurs systèmes respectifs aux plans qualitatif, quantitatif mais aussi d’équité car, il ne faut pas l’oublier, dans ces systèmes, le dimorphisme structurel et contextuel les rend fortement inégalitaires. Devant cette crise, l’une des solutions entrevues, avec effets à court et moyen terme, a consisté à revoir fondamentalement les programmes d’enseignement. Dans ce contexte, l’approche par les compétences qui constitue l’une des grandes évolutions de la recherche éducative de ces trois dernières décennies, a été retenue comme plus apte à répondre aux besoins éducatifs fondamentaux des populations scolarisées. Pour en cerner les contours et en apprécier le bienfondé, une analyse objective des résultats desdites réformes, dont certaines ont débuté depuis 1998 était nécessaire. Ainsi, cette recherche a pour objectif d’évaluer aussi bien la pertinence que le niveau d’efficacité des réformes curriculaires mises en œuvre dans trois pays d’Afrique francophone à savoir : le Bénin, le Gabon et Madagascar. Prenant appui sur les données issues du programme d’analyse des systèmes éducatifs d’Afrique francophone (PASEC) ainsi qu’une enquête ad hoc menée au Gabon, l’étude tente de cerner les déterminants de l’efficacité éducative à partir de l’analyse comparative des performances et d’une étude séquentielle des pratiques d’enseignement. Si les résultats ressortent des transformations réelles du point de vue des pratiques pédagogiques, les indicateurs de performances scolaires restent quant à eux assez décevants. Pour autant, avec les mesures d’accompagnement d’envergure qu’ont initiées les autorités éducatives de certains pays, on peut s’attendre à de bien meilleurs résultats dans le temps.For decades, all analyzes converge on the idea of the relative inefficiency of education systems in sub-Saharan Africa. Dropout, repetition, overstaffing, low quality of learning student failure and obsolescence of facilities, teaching materials and teachers, including sometimes the levels and quality of education remain somewhat uncertain, inadequate educational programs. In short, these are some of the ills that plague these systems and confirm the findings made by many reports. Given this weakness finding, educational authorities, supported by international aid mobilized in many countries to improve their systems to qualitatively, but also quantitatively equity because we must not forget in these systems, the structural and contextual dimorphism makes them highly unequal. Faced with this crisis, one of the interviews solutions with short and medium-term effects has been to fundamentally rethink the curriculum. In this context, the competencies approach constitutes one of the major developments in educational research of the past three decades, was selected as most suitable to meet the basic educational needs of school populations. To define its contours and appreciate the merits, an objective analysis of the results of these reforms, some of which began in 1998 was necessary. Thus, this research aims to assess both the relevance that the level of effectiveness of curricular reforms implemented in three Francophone African countries namely: Benin, Gabon and Madagascar. Drawing on data from the educational systems analysis program in Francophone Africa (PASEC) and an ad hoc survey in Gabon, the study attempts to identify the determinants of educational effectiveness from the comparative performance analysis and a sequential study of teaching practices. If the results come out real transformations from the perspective of teaching practices, school performance indicators are in turn quite disappointing. However, with major support measures what initiated the educational authorities in some countries, we can expect much better results in time
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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