Education participates to the social reproduction of gender and gender roles in the society. Does the origin of the inequalities between females and males start here ? Does girls education similar to that of boys ? If number of research has shown differences in female and male human capital endowment, especially regarding knowledge (savoir), know-how or skills (savoir-faire), still few researches have been stressing the impact of emotional competencies differences referring to personal skills or savoir-etre. The traditional share between cognitive and affect domains impeded to measure the place taken by the “savoir-etre” in training and individual construction and its impact on their future. In this article, we take into account the impact of gendered education on the development of females and males emotional capital. This latter can explain boys and girls differences regarding school performance and vocational guidance.

Capital émotionnel et genre: ce capital qui fait aussi la différence entre les filles et les garçons à l'école et au travail

Abstract Numerous research shows us the relationship between the management and process of educational leadership and results in the quality of the educational system internationally at the time of globalisation. That is why we will talk in this article about the commitment that the education system and universities, in particular, have to the constant development and improvement of the quality of teaching and updating of study projects, among others, and above all, of their teachers, as well as what characterises a teacher with leadership and educational leadership in a competitive and globalised system.

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Reflections on globalisation, leadership and pedagogy: Competence-based didactics and Objective based Training.

Parce que sa mission est de guider les eleves sur le chemin du savoir, et parce que ses actes quotidiens l’amenent a prendre des decisions, le professeur peut etre vu comme un leader. Il devient des lors interessant de developper une vision manageriale de son style d’enseignement. Adaptant les grilles de leadership, nous construisons un modele tridimensionnel en croisant les variables degagees des deux champs disciplinaires : l’interet porte par le professeur au savoir, a l’eleve et a la participation de ce dernier a son apprentissage. De leurs combinaisons trois a trois, huit styles se profilent : laissez-faire, paternaliste, autoritaire, autocrate bienveillant, pure forme, copain, manipulateur et mediateur. Chacun est caracterise par quelques traits marquants; mais certaines derives guettent! Pour nous, le « mediateur » represente le style ideal car il harmonise les trois dimensions et invite l’apprenant a devenir un veritable sujet construisant son apprentissage (ce qui change les rapports de force entre les acteurs). En outre, il est porteur des conditions propices a la stimulation de la creativite, juste compromis entre l’ordre, du aux exigences du savoir, et la liberte dans l’apprentissage, permettant une mobilisation et un transfert de competences dans les situations professionnelles mouvantes de la societe.

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Éric Bernabé

Papers

Le leadership pédagogique : une approche managériale du style d’enseignement