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L’approche par compétences en contextes scolaires francophones : quels enjeux contextuels dans le cas d’Haïti et du Burkina Faso ?

Abstract : Education systems in developing countries have undergone real transformations since the 1990s. Different reforms have been undertaken to improve their effectiveness in the face of the various changes brought about by the effects of globalization. Following the two major international meetings in Jomtien in 1990 and in Dakar in 2000 devoted to the state of education in the world, this sector is at the center of global concerns. Thus, under the impetus of the major challenges launched by international funding agencies at large gatherings, developing countries are committed to undertake comprehensive reforms in their education systems.However, due to their philosophy, constraints linked to the particularities of the contexts of appropriation and the pressure exerted by donors who demand rapid results, these reforms face enormous difficulties of applicability.This dissertation analyzes the beginning of the skills reform undertaken in Haiti and Burkina Faso in 2007. It reinforces the idea of the need for a national strategy, in redefining objectives according to the realities and aspirations of the populations, in managing the human and material resources needed to effectively reform against the risk of further weakening these already precarious educational systems.
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Submitted on : Monday, September 3, 2018 - 3:37:32 PM
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Iramène Destin. L’approche par compétences en contextes scolaires francophones : quels enjeux contextuels dans le cas d’Haïti et du Burkina Faso ?. Education. Université Sorbonne Paris Cité, 2017. Français. ⟨NNT : 2017USPCA131⟩. ⟨tel-01866698⟩

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