Education non formelle et qualité de l'éducation : le cas des formules éducatives non formelles pour adolescents au Burkina Faso

Abstract : Part of empirical facts observed in Burkina Faso, this thesis addresses the question of the determinants of the quality of education. Although the Education Orientation Law has defined a holistic vision, the education system in Burkina Faso is partitioned into formal, non-formal and informal. The formal system is dominant but inefficient. The non-formal system is marginalized but carries quality. What explains this quality of non-formal despite its marginalization? As an interim response, the author uses training engineering, proceeds by a triangulation of interactionist theories to identify the five educational formulas constituting the central observation object of the thesis.The research reveals two phases in the development of educational formulas: an investigation phase where the actors live moments of ideation, analysis and conception concerning the solutions to be found to the educational problems; An implementation phase where they carry out the validated educational project, monitor and evaluate activities, results and disseminate them. Positioned in non-formal education, training engineering is enriched by two new stages: ideation or the emergence of social demand in education, and dissemination, a means of re-engineering educational formulas.In sum, the research leads to the fact that the development of educational alternatives mobilizes a training engineering that ensures them a quality education. This quality influences the formal education system. Thus, the formal and non-formal systems exchange approaches and practices that place the educational field in a logic of social transaction and miscegenation.
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Ambroise Tapsoba. Education non formelle et qualité de l'éducation : le cas des formules éducatives non formelles pour adolescents au Burkina Faso. Education. Normandie Université, 2017. Français. ⟨NNT : 2017NORMR122⟩. ⟨tel-01760009⟩

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