Dans ce rapport nous etudions la mobilite sociale (d’un point de vue ordinal) dans l’enseignement secondaire des differents pays de l’OCDE sur base des resultats de l’enquete PISA 2012. A partir d’un echantillon de 130.000 eleves de 15 ans, de 4179 ecoles dans 32 pays, nous calculons pour chaque pays la mobilite individuelle des eleves sur base de leur rang social compare a leur rang au test PISA en mathematiques. Nous agregeons ces mobilites individuelles a l’aide d’un indicateur de mobilite inter-decile qui privilegie la mobilite ascendante et en particulier, celle des eleves socialement defavorises. Nous comparons ensuite les pays en termes de mobilite sociale. Nous montrons une relation positive entre mobilite sociale et prestation moyenne d’un pays au test PISA. Nous trouvons une relation inverse entre mobilite sociale et inegalite scolaire entre ecoles ou entre eleves (The Great Gatsby Curve of School). Nous trouvons une relation inverse entre mobilite sociale et segregation scolaire. Nous montrons aussi que la mobilite sociale est moindre dans le reseau libre (catholique) que dans le reseau officiel.

Égalité des chances à l’école

Le travail réel des directeurs d’établissements scolaires en Suisse romande au temps de la nouvelle gouvernance

Le present Bilan presente un premier apercu des inegalites en termes de bien-etre infantile dans vingt-quatre des pays les plus riches du monde. Trois dimensions de l’inegalite sont examinees : le bien-etre materiel, l’education et la sante. Dans chaque cas et pour chaque pays, la question posee est la suivante : ‘Dans quelle mesure les pays autorisent-ils que le bien-etre infantile soit mis a mal ?’ Le rapport souligne que les enfants meritent le meilleur depart possible, qu’une experience a un jeune âge peut avoir des repercussions durables et que les enfants ne doivent pas etre tenus pour responsables des conditions de leur naissance. En ce sens, les parametres utilises - le niveau d’inegalite criant en termes de bien-etre infantile - sont une mesure des progres enregistres vers une societe plus juste. Ce rapport, qui collationne des donnees de la majorite des pays de l’OCDE, tente de stigmatiser les pays qui autorisent une degradation inacceptable du bien-etre des enfants en termes d’education, de sante et de bien-etre materiel (les pays les plus en pointe servant d’etalon pour l’etablissement d’une norme minimale quant aux resultats a atteindre). En attirant l’attention sur l’ampleur des disparites mises en exergue et en faisant la synthese des consequences connues, ce rapport souligne que cette ‘mise au ban’ est une question critique non seulement pour des millions d’enfants aujourd'hui, mais aussi pour l’avenir socio-economique de leurs pays.

Les enfants laissés pour compte : tableau de classement des inégalités de bien-être entre les enfants des pays riches

Our concern was to know if the recommendations made at the end of the study conducted in Kisangani, in the Democratic Republic of the Congo, on variables related to the student explaining differences in performance of schoolchildren may be applicable without difficulties in the concerned town, a question of their feasibility.
Thinking about it, we concluded that:
- Economic, security or professional constraints may prevent compliance with the age of the beginning of primary education. 
- Bilingualism or multilingualism rest the intermediate way instead of exclusive and early of the French learning.
- The influence of the disunity of couples depends from one country to another, from one culture to another.
- Maintaining permanent contact with children in case of no cohabitation compensates for the problem. 
- Material goods return to the family's socio-economic problems; most of the parents are economically disadvantaged. 
- The involvement of mothers to the homework must be supported and backed by other members of families.
- There are some situations leading necessarily to change schools. It is nevertheless recommended to keep the child in one school up to the end of the cycle.
The proposed recommendations are relevant and justified, applicable in a conducive and stable socio-economic context. Nevertheless, three issues are to be considered: the socio-economic conditions; the security conditions and the will to put them into practice.

http://www.issr-journals.org/links/papers.php?journal=ijisr&application=pdf&article=IJISR-16-333-02

Regard critique sur les déterminants des performances des élèves de Kisangani en compétences de la vie courante : Faisabilité, écueils et nuances des implications pédagogiques liées à l’élève

Agir sur le climat scolaire à l'école primaire – Circonscription de Pont-Sainte-Maxence

The survey scrutinizes the effect of the well-being feeling in the school on the scores in mathematics of the schoolchildren. This well-being to the school covers some personal features (behavioral, emotional, cognitive) of the pupil, but as sometimes social (relations with the equals or the adults of the school community) and contextual (ambiance, rules, discipline, school requirements, ...). 
To collect the data, a reliable math test (ɑ=78) and has a questionnaire of well-being to the school been managed to the schoolchildren (2703) of 5th in 48 schools selected by the uncertain sampling technique, stratified and weighted. 
After descriptive, correlative and regressive analysis, the scores of the schoolchildren appeared very dissatisfactory. The well-being contributes non meaningful manner (0,8%) to the total variance of the scores of the schoolchildren. What shows the very mediocre quality of life in the Congolese schools.

http://www.issr-journals.org/links/papers.php?journal=ijisr&application=pdf&article=IJISR-18-105-01

Sentiment de bien-être à l’école et performances en mathématiques des écoliers de 5e année de Bunia et de Kisangani, RDC

This study examines the connection between the feeling of personal effectiveness and the performances in mathematics of the schoolboys of fifth year of Bunia and Kisangani in Democratic Republic of Congo. 
With this intention, the data were collected in 2014 near 4131 schoolboys of fifth year divided in 48 primary schools by a reliable test of mathematics. (α=0,78) et un questionnaire d^' auto-description
Grace at the analysis of the statistical regression, it proved that the feeling of personal effectiveness explains 6,6% of the original variance of the performances of the schoolboys of cinqueme year of these two cities in mathematics.

http://www.issr-journals.org/links/papers.php?journal=ijisr&application=pdf&article=IJISR-17-317-38

Sentiment d’efficacité personnelle et performances en mathématiques des écoliers de 5e année de Bunia et de Kisangani (RDC)

Part of studies on the efficiency of the education system, this study aims to determine the individual variables of the school principal which significantly influence the performance of schoolchildren in life skills. After analyzing performance, the conclusions are as follows:From the demographic background, the best performances are those of schools run by women; also, the oldest directors produce better results. This question refers to the director’s seniority and experience.Regarding qualifications, schools lead by Graduate Directors produce the best results against State Graduates and Licensees. The directors who have achieved a high percentage in state exams are not necessarily those with the best results for schoolchildren. As for the option followed in secondary school by the directors, no difference was recorded.Seniority as director and seniority in the current school affect results despite atypical cases. For recycling, non-recycled managers achieved better results than recycled. The best performances are those of the most populated schools, contrary to pedagogical expectations.Homogeneous schools are more efficient than mixed schools. The number of teachers and the number of qualified teachers in schools led to significant differences in performance.Schoolchildren's results differ significantly according to several characteristics of the principals. It seems important to consider these when recruiting and promoting teachers to this school steering. Considering that we are in the humanities sciences, these results should be considered with caution and relativity.

http://www.issr-journals.org/links/papers.php?journal=ijisr&application=pdf&article=IJISR-20-114-06

Characteristics of the school principal and performance of schoolchildren in life skills

This article laid down the objective to identify the characteristics of the teacher in function of which the performances of the schoolboys out of skills life differ significantly. Based on the demographic characteristics, the qualifications, the experiment of the teacher and the composition of the class, this study led to the results hereafter: Two characteristics of the demographic background of the teacher proved significantly acting on the performances of the schoolboys: the sex and the age of the teacher. In the teacher’s background of the qualifications, it is the percentage carried out with the state examinations which proved to be significant contrary but not the studies’ level. For the experiment of the teacher, all the variables retained for this study had an effect on the performances of the schoolboys: duration of the diploma, seniority in teaching, at the school and in the class and recycling. Let us note nevertheless that recycling showed a contrary effect rather. Concerning the composition of the class, a significant effect was found to the number of pupils and the percentage of the girls in the class. About these results, certainly, the teacher’s characteristics constitute a substantial component in the education quality sought so much by all. However, it will not be rational to consider the significant variables here proven without taking account of the context, the medium and the moment in which evolves/moves an education system and especially of the effects of the analyses differentiating the \"teacher’s characteristics\" from the «educational practices\".

http://www.issr-journals.org/links/papers.php?journal=ijisr&application=pdf&article=IJISR-19-037-03

Performances des élèves face aux caractéristiques de l’enseignant

Cette étude analyse l’impact des écoles maternelles sur les performances des écoliers de la première année primaire. Elle est basée sur un échantillon de 603 écoliers répartis dans 8 écoles maternelles de Kisangani en République Démocratique du Congo. Pour ce faire, les ressources financières sont des caractéristiques retenues au niveau de l’école et le genre, l’âge et la fréquentation de l’école maternelle sont celles retenues au niveau de l’élève. Grâce à l’analyse multiniveau, l’étude montre que s’il est négativement impacté par l’appréciation du salaire et la subvention de l’école, le niveau de réussite en première année est positivement associé à la contribution des parents et au salaire des enseignants. Aussi, l’étude témoigne que 78.74% de la variance des performances se localise au niveau de l’écolier et 21.26 % au niveau de l’école. Ensuite, l’effet net du financement est de l’ordre de 10.32% au niveau école et 4.17% au niveau de l’écolier, alors que son effet brut est de 10.68% au niveau école et 0.51% au niveau de l’écolier. 
  
This study analyzes the impact of kindergarten financial resources on the performance of students in the first year of primary school. It is based on a sample of 603 students in 8 kindergartens in Kisangani, Democratic Republic of Congo. Through multilevel analysis, the study shows that while it is positively negatively impacted by salary appreciation and school subsidy, the level of achievement in first grade is positively associated with parental contribution and teacher salary. Also, the study shows that 78.74% of the variance in performance is located at the student level and 21.26% at the school level. Then, the net effect of funding is about 10.32% at the school level and 4.17% at the student level, while its gross effect is about 10.68% at the school level and 0.51% at the student level. Also, out of the 4 characteristics retained at the school level, two were statistically significant.

Homer Lifulu Aloko

Papers

Sentiment de bien-être à l’école et performances en mathématiques des écoliers de 5e année de Bunia et de Kisangani, RDC

Sentiment d’efficacité personnelle et performances en mathématiques des écoliers de 5e année de Bunia et de Kisangani (RDC)

Characteristics of the school principal and performance of schoolchildren in life skills

Performances des élèves face aux caractéristiques de l’enseignant

Impact des Écoles Maternelles sur les Performances des Écoliers de la République Démocratique du Congo