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Law on the 'recast' on schools, known as the 'Act III' of decentralisation: the parliamentary news is undoubtedly marked by the growing involvement of local and regional authorities in educational issues. The active presence of many local elected representatives had already been noted in the consultation to overhaul the school last summer. Nevertheless, the issue of "local" in education policy has been largely dominated in recent weeks by the debate on school patterns. We will not deal here with this last issue, which has been discussed in a recent dossier devoted to the plurality of educational time (Gaussel, 2013). Instead, we would like to put in perspective the topical nature of the reforms in the light of the more general theme of decentralisation in education, drawing on the conclusions of some research carried out directly or indirectly on this the.After first recalling the various concepts used to address the subject, we will produce a brief history of the various waves of educational decentralisation in France in a second chapter. In the third, we will try to examine in more detail the meaning of what is increasingly referred to as local education policies, by cross-referencing studies conducted over the past ten years and covering different territorial and political levels. Finally, in a fourth part, an international overview will allow us to approach the different ways in which educational decentralisation has been addressed around the world, focusing on specific contexts in Sweden, England, the United States and Latin America. ; International audience ; Law on the 'recast' on schools, known as the 'Act III' of decentralisation: the parliamentary news is undoubtedly marked by the growing involvement of local and regional authorities in educational issues. The active presence of many local elected representatives had already been noted in the consultation to overhaul the school last summer. Nevertheless, the issue of "local" in education policy has been largely dominated in recent weeks by the debate ...

Economic crisis generates social exclusion which is generally attributed to failure at school or to the inadequacy of educational provision. Studies are then carried out with regard to the economic impact of education which, in turn, centres educational debate more and more around the question of increased productivity. This paper puts forward proposals for the clarification of decision making and intervention process in education and their relation to the problem of development Thus, the concepts of education, citizenship and development will be examined along with their functions, links among them and their relation to social reproduction. In periods of unemployment new forms of development are sought; the employment crisis is linked to the search for growth. Educating for knowledge and for life means that citizenship should be thought not just in books but through the experience of participation Educational objectives in periods of growth and periods of crisis and the level of participation of individual citizens in current political and social arenas are looked into, and, finally, the question is raised as to whether we are witnessing the end or; on the contrary, a renaissance of citizenship and it values.

Das Verhältnis zwischen Öffentlichkeit und Religion ist einer der großen Klassiker der Geistesgeschichte, der bis heute nichts von seiner Bedeutung eingebüßt hat. Mit großer Regelmäßigkeit rekurrieren Soziologen und Politikwissenschaftler auf eine Rückkehr der Religionen in den öffentlichen Raum. Im Zuge von Säkularisierung, Globalisierung und Digitalisierung stehen moderne Öffentlichkeiten und Religionen in einem stetig komplexeren Netz wechselseitiger Transformation. Einen besonderen Kristallisationspunkt dieses intensiven Wechselverhältnisses bilden die beiden großen Schlüsselthemen öffentliche Bildung und universitäre Forschung. Die im vorliegenden Band versammelten Beiträge beleuchten schlaglichtartig einige ausgewählte Aspekte in diesem weiten Feld vom Ende des 18. Jahrhunderts bis in die Gegenwart.

Ce papier examine le lien entre éducation publique et croissance économique à l'aide d'un modèle à deux secteurs, dans lequel l'agent consomme un bien manufacturé et des services. Lorsque l'éducation publique est financée par des taxes sectorielles, la politique éducative qui maximise le taux de croissance diffère de celle dictée par un financement uni-sectoriel. Deux mécanismes expliquent cela. Tout d'abord, les préférences des agents en capital humain, en service et en épargne affectent la relation croissance-éducation publique dès lors que des taxes sectorielles sont considérées. Ensuite, ce type de financement crée une distorsion, en modifiant le prix relatif de l'éducation, qui est supposée être un bien de services. Nous montrons ainsi qu'un financement de l'éducation publique par des taxes sectorielles peut conduire à un taux de croissance de long-terme plus élevé qu'une taxe sur la production agrégée.

There are many arguments for shifting at least part of the higher educational cost burden from governments (or taxpayers) to individuals, particularly in Europe. But this case largely rests onthe capability to offer deferred and incomecontingent payments. The two first features are critical to efficiency – students and lenders should not be deterred by excessive risk – and justice – contributions should be tailored to ex post ability to pay. Examples of instruments satisfying these criteria are income-contingent loans and human capital contracts. The central aim of this paper is to produce realistic estimates of how graduates' and nongraduates' lifetime income is likely to be affected by the generalisation of these instruments. Using data on Belgian income, we evaluate their effect on the distribution of lifetime net income, using higher income tax as a benchmark. The paper then considers the different ways of financing the cost ofincome-contingency, with a particular focus on the risk of adverse selection inherent to pooling the cost among graduates. But it shows that investing less on students opting for less profitable programs is asimple way to mitigate its severity.

Publié par Lebrun [de Grenoble] ; Volltext // Exemplar mit der Signatur: München, Bayerische Staatsbibliothek -- Pol.g. 1135 q

Publié par Lebrun [de Grenoble] ; Volltext // Exemplar mit der Signatur: München, Bayerische Staatsbibliothek -- Gall.rev. 500

International audience ; It can be said that mathematics education in Japan was started in 1872 when the school system was established. Since that establishment era, controversies have emerged time and again in mathematics education in Japan. Through these controversies, debates have been held on views on mathematics education such as how mathematics ought to be taught and what constitutes knowledge concerning numbers, quantities, and shapes that is desirable for students to acquire. In this paper, I shall look back at how views on mathematics education in Japan have developed since the Meiji era from the perspective of such controversies on mathematics education. As the controversies on mathematics education, the four phases are picked up. The first is Theoretical Mathematics and the Enumeration Principle. The second is Controversy over Formal Building. The third is Conventional Teaching of Mathematics and the Creation of Mathematics. The forth is Relationship between Daily Life and Mathematics. With regard to the conflict between theoretical arithmetic and the enumeration principle, debates were held over which policy to adopt in the process of editing the first government–designated textbook which was published in 1905. The conflict was ultimately settled when it was decided that the enumeration principle would be adopted. Attention must be paid to the fact that this conflict was taking place in an era when it was questioned what constitutes mathematics education in introducing the modern education system in Japan. In the controversy over formal building in 1920's , both the opponents and proponents based their arguments on overseas theories and survey results. The controversy was not settled in the form of one view being adopted while the other view was discarded in the education policy and the editorial policy concerning government-designated textbooks. Regarding formal building, assertions regarding the objectives of mathematics education and what is desirable for children to acquire are at the basis of ...

Au sortir de la seconde guerre mondiale l'education a ete percue comme la reponse idoine aux problemes qui assaillaient l'humanite: la guerre et ses consequences, la pauvrete, le sous-developpement technologique, la maitrise des facteurs environnementaux, et la liste continue. Guides par les preceptes de la theorie de la modernisation et aides par la Communaute Internationale, les Etats africains ont, au lendemain des independances politiques, entrepris de grands investissements dans tous les secteurs et en particulier ceux de l'education et de la formation dans le but de creer les conditions intellectuelles a meme de leur permettre de rattraper le retard technologique qu'ils accusaient par rapport aux nations industrialisees. (D+C/DÜI)