Autonomie des établissements scolaires: des moyens à la recherche d’un objectif
TL;DR: In this paper, the authors presente l'ampleur du developpement de l'autonomie scolaire dans les pays de l’OCDE.
Abstract: Ces dix dernieres annees ont ete marquees par la mise en œuvre de politiques de decentralisation et de deregulation dans les societes europeennes. Ces changements dans l’organisation des pouvoirs se retrouvent aussi dans le domaine educatif. Dans de nombreux pays, les collectivites locales et les etablissements scolaires sont devenus responsables des fonctions educatives qui etaient traditionnellement a la charge du gouvernement central. Dans une premiere partie, cet article presente l’ampleur du developpement de l’autonomie scolaire dans les pays de l’OCDE. Dans une seconde partie, a travers une revue des recherches empiriques, il questionne les allegations des defenseurs de ces politiques educatives censees, entre autres, ameliorer les apprentissages des eleves, a la fois en termes d’efficacite et d’egalite scolaires. Il montre ainsi comment les conclusions des etudes nationales sont desormais completees et renforcees par les analyses secondaires conduites grâce aux enquetes quantitatives internationales sur les acquis des eleves. Ces deux voies d’evaluation des politiques educatives se completent pour mettre en evidence les effets differencies des autonomies scolaires suivant les champs dans lesquels elles se developpent.
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405 citations
TL;DR: In this article, a multilevel presentation of the conceptualization of educational effectiveness as an integration of system-level, school-level and classroom-level factors is presented, and a range of different interpretations of the rationality paradigm (synoptic planning, contingency theory, creating market mechanisms, and cybernetics) does rather well in explaining both positive and negative outcomes.
Abstract: Following Snow’s (1973) description of an “inductive” process of theory formation, this article addresses the organization of the knowledge base on school effectiveness. A multilevel presentation stimulated the conceptualization of educational effectiveness as an integration of system-level, school-level, and classroom-level factors. Next steps in theory formation, based on the formation of broader constructs and eclectic use of available theories, are considered in a confrontation with different appreciations of the strength of the current knowledge base. It is concluded that a range of different interpretations of the rationality paradigm (synoptic planning, contingency theory, creating market mechanisms, and cybernetics) does rather well in explaining both positive and negative outcomes. Alternative theories like loose coupling and self-organizing enlarge the scope of potentially effectiveness-enhancing factors as well as variables and mechanisms associated with ineffectiveness
70 citations
Cites background from "Autonomie des établissements scolai..."
...In this presentation, two extremes of the graded continuum of theory development by Snow (1973) have obtained most of the attention: on the one hand, the “basic” empirically supported knowledge base, consisting of average effect sizes of a fairly consistent set of effectiveness-enhancing conditions and, on the other hand, rather general or meta-theories....
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...A similar observation could be made with respect to decentralization and enhanced school autonomy as a lever of educational performance (Luyten et al., 2005; Scheerens & Maslowski, 2008)....
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TL;DR: In this paper, a secondary analysis of the PISA 2006 database was conducted and it was shown that the quasi-market regulation is not linked to effectiveness and tends to be associated with a stronger link between schools' social composition and student achievement.
Abstract: Over the past few decades, the figure of the market has clearly made its way into the field of education. For some authors, it represents an alternative to regulation by the public authorities, a different form of co-ordination which is better able to meet the objectives of the education systems. Through a secondary analysis of the PISA 2006 database, we test this hypothesis, as well as an alternative one which suggests that the quasi-market, rather than being linked positively to effectiveness of the education systems, would be associated with the students’ achievement dependence on their socio-economic and cultural background and on the social composition of the school they are enrolled in. Our findings suggest that the quasi-market regulation (school autonomy and competition for student recruitment) is not linked to effectiveness and tends to be associated with a stronger link between schools’ social composition and student achievement.
34 citations
Cites background from "Autonomie des établissements scolai..."
...On the other hand, as Scheerens and Maslowski (2008) indicate, reforms modifying the autonomy of the schools most often take place together with other transformations and it is extremely difficult to isolate the specific effect of the autonomy variable....
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Book•
11 Apr 2005
32 citations
Dissertation•
06 Sep 2019
TL;DR: The Open University of Tanzania (OUT) as discussed by the authors is one of the most prominent institutions in Tanzanian education, which has been used to train teachers in science and education in Africa.
Abstract: La disparition d'un dispositif de francais en ligne et a distance ne peut qu'interroger quand elle a lieu dans le contexte d’une universite ouverte. C’est de cette interrogation que part la presente these situee en sciences de l’education et en didactique des langues et ancree dans le domaine des cultures d’apprentissage, de l’autoformation et du FLE, et dont l’objectif initial etait de realiser l’analyse du declin du dispositif pour essayer d'en comprendre les raisons. Le dispositif ayant ete coordonne, concu et realise par des personnes d’origines europeenne et africaine, prevu pour un public tanzanien, et ayant recu un soutien important de la cooperation francaise et de la hierarchie de son universite d’implantation, l’Open University of Tanzania (OUT), il a, d’abord, fait l’objet d’une reflexion portant sur les cultures et habitudes d’apprentissage au sein de l’OUT afin d’etudier dans quelle mesure une culture pedagogique du Nord, presente a travers les acteurs francais et formes en France, et la culture d’apprentissage des etudiants tanzaniens inscrits a l’OUT pouvait entrer en tension et constituer une cause de la disparition du dispositif initial. A cote de cela, il n’etait pas possible non plus d’obliterer la question de potentielles divergences fatales au sein meme du dispositif de francais, renvoyant a un possible decalage entre les conceptions des acteurs (concepteurs, enseignants et etudiants) pour ce qui concerne l’enseignement et l’apprentissage des langues mais aussi l’apprentissage mediatise par les technologies. Au-dela de l’analyse du declin du dispositif, cette these, en croisant les reponses des etudiants avec celles des responsables et enseignants de l’OUT a permis de mettre au jour, chez les etudiants, des pratiques originales marquees par la culture (d’apprentissage) tanzanienne. Elle revele comment les etudiants reconstituent du presentiel au sein d’une universite ouverte qui prone l’autoformation et propose des enseignements exclusivement a distance. L’etude montre au final, que c’est au niveau micro des conceptions et de l’adhesion des acteurs aux principes initiaux du dispositif que se situent les reels enjeux. L’analyse croisee des resultats de l’etude sur le dispositif de francais (des documents fondateurs du dispositif de francais aux reponses des etudiants et des enseignants) montre que de fortes convergences existent entre le dispositif tel qu’il a ete pense, d’une part, et les pratiques des etudiants de meme que leurs attentes a l’egard d’un dispositif d’enseignement-apprentissage des langues, d’autre part. Mais les tensions se revelent particulierement fortes quand il s’agit d’envisager le numerique dans la formation en francais. L’analyse rend manifeste que ce sont les conceptions negatives des enseignants au regard du numerique en education qui conduisent a l’abandon du dispositif en ligne au profit d’un enseignement en presentiel et que, contrairement a l’institution qui integre les pratiques etudiantes, les enseignants en charge du dispositif de francais ne prennent pas en compte les pratiques et attentes de leur public. Cette etude montre donc que, tout au moins dans le cas etudie, les tensions potentiellement fatales pour un dispositif ne se situent pas dans la rencontre des cultures d’enseignement-apprentissage si, comme, le montre l’adaptation du fonctionnement de l’OUT aux pratiques effectives des etudiants, une volonte d’adaptation est presente permettant d’aller vers une culture commune. Les difficultes apparaissent lorsque les cultures d’apprentissage et les pratiques sont imaginees et/ou projetees a partir d’experiences personnelles et que la mise en avant de ces cultures et pratiques ou non-pratiques imaginees, conduit a l’imposition du dispositif qu’un groupe d’acteurs disposant d’un certain pouvoir entend privilegier.
27 citations
Additional excerpts
...(Scheerens & Maslowski, 2008, p. 28)....
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References
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TL;DR: In this article, the effects of family background, resources and institutions on mathematics and science performance using an international database of more than 260,000 students from 39 countries which includes extensive background information at the student, teacher, school and system level.
Abstract: This paper estimates the effects of family background, resources and institutions on mathematics and science performance using an international database of more than 260,000 students from 39 countries which includes extensive background information at the student, teacher, school and system level. The student-level estimations show that international differences in student performance cannot be attributed to resource differences but are considerably related to institutional differences. Among the many institutions which combine to yield major positive effects on student performance are centralized examinations and control mechanisms, school autonomy in personnel and process decisions, individual teacher influence over teaching methods, limits to teacher unions’ influence on curriculum scope, scrutiny of students’ achievement and competition from private schools.
591 citations
"Autonomie des établissements scolai..." refers background in this paper
...Walberg et al. (2000) et Wößmann (2003) ont utilisé une autre approche de type comparatif pour étudier les rapports entre l’autonomie des établissements et les résultats scolaires....
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Book•
01 Jan 1998
TL;DR: In this paper, the authors set out what we know of the theory and practice of devolved systems and considered the reasons for this policy shift and its consequences for efficiency, effectiveness, and equity within educational systems.
Abstract: Prompted by the increasing number of attempts in various parts of the world to restructure and deregulate state schooling, this book sets out what we know of the theory and practice of devolved systems and considers the reasons for this policy shift and its consequences for efficiency, effectiveness, and equity within educational systems.
585 citations
Posted Content•
TL;DR: In this paper, a micro-econometric student-level estimation based on data for more than 260,000 students from 39 countries reveals that positive effects on student performance stem from centralized examinations and control mechanisms, school autonomy in personnel and process decisions, competition from private educational institutions, scrutiny of achievement, and teacher influence on teaching methods.
Abstract: The paper suggests that international differences in educational institutions explain the large international differences in student performance in cognitive achievement tests. A microeconometric student-level estimation based on data for more than 260,000 students from 39 countries reveals that positive effects on student performance stem from centralized examinations and control mechanisms, school autonomy in personnel and process decisions, competition from private educational institutions, scrutiny of achievement, and teacher influence on teaching methods. A large influence of teacher unions on curriculum scope has negative effects on student performance. The findings imply that international differences in student performance are not caused by differences in schooling resources but are mainly due to differences in educational institutions.
466 citations
405 citations