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International audience ; In the risk society, the citizens must be better trained and in capacity to give their views on the local prevention policies. In France, schools need to have risk prevention plans witch can training all the members of the scholl community. However, it is hard to generalise them because of the difficulty of the French company to be in a riskculture.

International audience ; In the risk society, the citizens must be better trained and in capacity to give their views on the local prevention policies. In France, schools need to have risk prevention plans witch can training all the members of the scholl community. However, it is hard to generalise them because of the difficulty of the French company to be in a riskculture.

In the last thirty years we witnessed to a number of relevant innovations and changes. Some of them belong to the information technology domain and parts of them were the reason why the IT domain became the ICT domain. In order to better understand problems and issues related to education and learning it is useful to outline some of the most relevant achievements and milestones in the technological domain. If we focus on the European approach to the spread of information technology termed in the '90ies "Information Society" we can find initiatives such as i2015 the EU policy framework for the information society and media for the 1 next decade and, at global level, the WSIS+10 a ten years activity aimed to draw the guidelines for an harmonious and fruitful development of the information society. It promotes the positive contribution that information and communication technologies can make to the economy, society and personal quality of life. Everyone experienced in "ICT based innovation" knows that "It is not only a matter of technology". Of course technology advances are one of the potential actors as in the case of the diffusion of personal computing or easy access to digital networking. Anyway different parameters are actively influencing e-Services success or failure: cultural aspects, organisational issues, bureaucracy and workflow, infrastructure and technology in general, user's habits, literacy, capacity, market models, interaction design or merely mind-set! Before looking in detail how all these aspects are impacting on education and learning let's take into account some additional relevant aspects.

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.

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 ...

The president of Russian Federation in his annual message to Federal Assembly addressed the tasks of education of next generation and of training of human resources who will work in national economy. The article assesses trends of school and university education, political and economic aspects of interaction of employers and employees in the labor market, refers to some features of psychology and psychologics (a newly suggested term) of public consciousness and behavior. ; В очередном ежегодном послании Президента России Федеральному Собранию в едином ключе сформулированы задачи обучения и воспитания подрастающего поколения, показана острая необходимость ориентации всей системы образования на подготовку достойной трудовой смены в стенах общеобразовательной школы и высших профессиональных учебных заведениях. С этих позиций автор статьи оценивает тенденции развития школьного и вузовского образования, восстановление воспитательных функций, политические и экономические аспекты взаимодействия субъектов рынка и труда. В том числе касается некоторых особенностей психологии и психологики (новый термин) общественного сознания и общественного поведения.

The article examines the current topical problems of modernization of the education system and the development of modern Russia in the context of globalization. There is substantiated the necessity of the correspondence of the reforms to the historical traditions of the country and the type of society. The authors support the assertion that the limit of the reforms degenerates. As a result, "the reform inevitably turns into its opposite, i.e., a kind of counter-reform". The authors develop methodological principles associated with the idea formulated above. The central idea is that the study of the limits of reforms has become very topical for ensuring Russia's national security. ; В статье исследуются актуальные проблемы модернизации системы образования и развития современной России в условиях глобализации. Обосновывается необходимость соответствия проводимых реформ историческим традициям страны и типу общества. Авторы присоединяются к утверждению о том, что лимит (предел) реформ вырождается. В результате «реформа неизбежно превращается в свою противоположность, т. е. в своеобразную контрреформу». Далее авторы развивают методологические установки, связанные с выше сформулированным тезисом. Центральным становится положение о том, что исследование пределов реформ является остроактуальным для обеспечения национальной безопасности России.

в данной статье рассматриваются нормативно-правовые аспекты законодательного поля ; регулирующего физическую культуру и спорт ; в том числе в государственных образовательных организациях высшего образования. ; the article describes legal aspects of the legislative field regulating physical culture and sports ; including state educational institutions of higher education.

It is in the context of poverty or information exclusion that the massive dissemination of information and technology tools in Senegalese academic libraries responds to an urgent need for transformation and improvement of operational modes as well as modernization of services for different audiences, in particular students. Currently, in almost all academic and research libraries of Senegal digitization activities that crossed the rise of the Internet are being developed. This has created a real increasing effect of digital resources, by the establishment of means of creation and by expansion of access and of sharing of scientific and technical information in higher education institutions. The development of information technology and communication - the true vectors of documentary practices among Senegalese academic libraries users – together with the growth of digital resources, will inevitably turn the traditional relationship between students and libraries upside down. The objective of this thesis is, therefore, to study the transformation of the librarians' profession, information culture of students, and their use of digital resources, with regard to sociocultural, political, economic, and sociotechnical contexts of Senegal; and in the context of the information society under construction. Thus, through this study, a prospective analysis devoted to the development and the emergence of libraries can be constructed. ; C'est dans un contexte de pauvreté ou d'exclusion informationnelle, que la diffusion massive des outils informatiques et technologiques dans les bibliothèques de l'enseignement supérieur sénégalais, répond à un urgent besoin de transformation et d'amélioration des modes de fonctionnement et de modernisation des services offerts aux différents publics, notamment les étudiants. Actuellement, dans la quasi-totalité des bibliothèques de recherche et d'étude des universités du Sénégal, se développent des activités de numérisation qui ont culminé avec l'essor de l'Internet. Cette situation a engendré ...

The purpose of the study is to analyze the main dysfunctions of the Russian premium institutes in the field of education and science, and to find out its leveling instruments, by examining the experience of foreign countries; to identify the basic requirements for the novitiate for state awards to employees of education and science in modern Russia in comparison with foreign countries. Methods. Neo institutional approach is used by the author. Methods involve comparative analysis, cross-national analysis, and classification. The original solution of tasks associated with the use of a single system-approach to the sociological study of state awards in the sphere of education and science, is extrapolated from institutional economics. Results. The basic approaches to the determination of the nature and functions of awards institutions in the field of education and science are considered; its relationship with other social, economic and political trends of contemporary politics in Russia is noted. The basic conditions of non-material motivation of workers of scientifically-educational area in modern Russia in comparison with other countries, including the post-Soviet territory states are defined. Both officially established rules and other requirements to candidates on reception of the state honourable distinctions, observed with the Soviet period are considered. The study identifies the main factors that influence the perception of the role of changes in modern society awards, offers solutions to the identified problems. Scientific novelty. The critical analysis of working rules of the Russian legislation regulating an order (procedures) of rewarding has allowed to reveal major disadvantages of the Russian institute of the state awards: opacity of estimated judgements considering the work of the applicant for the award; absence of accurate hierarchy of the state awards and quantity indicators at measurement of merits and results of activity; value of awards loss in the opinion of a society and separate citizens, etc. Ways of the solution of the revealed problems are offered. In particular, the author points out that it is necessary to create an incentive system intended not only for remote prospect (for example, upon reaching a pension age), but also for the current labour period; material remuneration should be a sufficient impulse for professionals and based on a recognition of achievements, first of all, by colleagues (of the same profession), not unauthorized people. It is necessary to work out quantity indicators for an estimation of activity of educators and academics. Introduction of the structured requirements to this activity is to make objective process of representation to the state awards and will generate professional work standards. Moreover, it is necessary to lower qualifications on presence of the certain experience and to remove some other restrictions for the state recognition. Practical significance. According to the author's analysis, the reduction of dysfunctions of the Russian premium institutes will allow to return retention feature in the sphere of education and sciences of the most valuable personnel; to involve «a fresh creative power» in the given field of work; to create reference points of professional growth for working teachers and scientists; to generate the potential workers concepts of high social value and the importance of professional work in an educational sphere and science ; Цели статьи – анализ основных дисфункций наградных институтов России в сфере образования и науки и поиск инструментов их нивелирования, в том числе на основе опыта зарубежных стран. Методика и методы. Автор использовал адаптированный из экономики неоинституциональный подход к решению рассматриваемой проблемы, методы сравнительного и кросс-национального анализа и классификации. Результаты. Представлены итоги социологического изучения системы государственных наград в сфере образования и науки. Определены основные условия нематериального поощрения работников научно-образовательной области в современной России в сравнении с другими странами, в том числе с государствами постсоветского пространства. Рассмотрены как официально установленные правила, так и иные требования к кандидатам на получение государственных знаков отличия, соблюдающиеся с советского периода. Перечислены функции наградных институтов и основные факторы, влияющие на восприятие наград в современном обществе. Научная новизна. Критический анализ действующих норм отечественного законодательства, регулирующих порядок (процедуры) награждения позволил выявить основные недостатки отечественного института государственных наград: размытость оценочных суждений при рассмотрении деяний претендента на награду, отсутствие четкой иерархии государственных наград и количественных показателей при измерении заслуг и результатов деятельности, утрату ценности наград в глазах общества и отдельных граждан и др. Предложены пути решения выявленных проблем. В частности, автор считает, что необходимо создание системы стимулов, рассчитанных не только на отдаленную перспективу (например, по достижении пенсионного возраста), но и на текущий трудовой период; причем вознаграждения должны быть достаточным импульсом для профессионалов и основываться на признании достижений в первую очередь коллегами (внутри самой профессии), а не посторонними. Нужна разработка количественных показателей для оценки деятельности работников образования и науки. Введение структурированных требований к деятельности сделает объективным процесс представления к государственным наградам и сформирует эталоны профессиональной деятельности. Следует снизить цензы по наличию определенного стажа и снять некоторые другие ограничения для государственных поощрений. Практическая значимость. Устранение дисфункций российских наградных институтов позволит вернуть им функцию удержания в сфере образования и науки наиболее ценных кадров, привлечь в данную область деятельности свежие творческие силы, создать ориентиры профессионального роста для работающих педагогов и ученых, сформировать в сознании потенциальных работников представления о высокой социальной ценности и значимости профессиональной деятельности в сфере образования и науки

It is in the context of poverty or information exclusion that the massive dissemination of information and technology tools in Senegalese academic libraries responds to an urgent need for transformation and improvement of operational modes as well as modernization of services for different audiences, in particular students. Currently, in almost all academic and research libraries of Senegal digitization activities that crossed the rise of the Internet are being developed. This has created a real increasing effect of digital resources, by the establishment of means of creation and by expansion of access and of sharing of scientific and technical information in higher education institutions. The development of information technology and communication - the true vectors of documentary practices among Senegalese academic libraries users – together with the growth of digital resources, will inevitably turn the traditional relationship between students and libraries upside down. The objective of this thesis is, therefore, to study the transformation of the librarians' profession, information culture of students, and their use of digital resources, with regard to sociocultural, political, economic, and sociotechnical contexts of Senegal; and in the context of the information society under construction. Thus, through this study, a prospective analysis devoted to the development and the emergence of libraries can be constructed. ; C'est dans un contexte de pauvreté ou d'exclusion informationnelle, que la diffusion massive des outils informatiques et technologiques dans les bibliothèques de l'enseignement supérieur sénégalais, répond à un urgent besoin de transformation et d'amélioration des modes de fonctionnement et de modernisation des services offerts aux différents publics, notamment les étudiants. Actuellement, dans la quasi-totalité des bibliothèques de recherche et d'étude des universités du Sénégal, se développent des activités de numérisation qui ont culminé avec l'essor de l'Internet. Cette situation a engendré un véritable effet amplificateur des ressources numériques, par la mise en place de moyens de création, un accroissement des accès et le partage de l'information scientifique et technique dans les établissements d'enseignement supérieur. En tant que véritables vecteurs de transformation des usages et des pratiques documentaires des usagers dans les bibliothèques de l'enseignement supérieur du Sénégal, le développement des technologies de l'information et de communication, et la croissance des ressources numériques, vont inévitablement bouleverser les rapports traditionnels des étudiants aux bibliothèques. L'objectif de la présente thèse, est, dès lors, d'étudier la transformation de la professionnalité des bibliothécaires, la culture informationnelle des étudiants, et les usages qu'ils font réellement des ressources numériques, au regard des contextes socioculturel, politique, économique et sociotechnique du Sénégal, dans un contexte de société de l'information en construction. Ainsi, pourrons-nous, à travers cette étude, arriver à faire une analyse prospective consacrée au développement et à l'émergence des bibliothèques.

The Environmental Education has always aimed to contribute through social and educational way for reflection and resolution of the ecological crisis. However, despite a significant theoretical and practical production, its scope is limited by the political powers. Instrumentalized in fact for several years, the North and the South of the planet, it is marked by a rather normative orientation and / or prescriptive. Its gradual transformation into "Education for Sustainable Development" is only a way to recycle the concept of development and evade the critical modes of production and consumption. But throughout civil society mobilizes growing and growing concern in the international public opinion against a multifaceted ecological crisis. This raises several questions: who is resistant to change? The society ? The political and economic powers?Moreover, even incorporating the issue of "Sustainable Development", the Environmental education should retain its critical dimension in that it questions and help (re) build the relationship of citizens to their environment, with a view transformation. So act in such educational projects as part of an Environmental education is accompany citizens in the ownership and protection of their society in general and in particular living arrangement. ; L'Education à l'environnement a toujours eu pour but de contribuer par la voie socioéducative à la réflexion et à la résolution de la crise écologique. Cependant, malgré une importante production théorique et pratique, son champ d'action reste limité par les pouvoirs politiques. Instrumentalisée de fait depuis plusieurs années, au Nord comme au Sud de la planète, celle-ci est marquée par une orientation plutôt normative et/ou prescriptive. Sa transformation progressive en « Education au Développement Durable », n'est qu'une façon de recycler le concept du développement et soustraire à la critique les modes de production et de consommation. Or, partout la société civile se mobilise de plus en plus et l'inquiétude grandit dans l'opinion publique internationale par rapport à une crise écologique multiforme. Ce qui pose plusieurs questions : qui résiste au changement ? La société ? Les pouvoirs politiques et économiques ? En outre, même en intégrant la question du « Développement Durable », l'Education à l'environnement devrait garder sa dimension critique en ce qu'elle interroge et aide à (re)construire les rapports des citoyens à leur environnement, dans une perspective de transformation. Ainsi, agir par exemple en pédagogie par projets dans le cadre d'une Education à l'environnement c'est accompagner les citoyens dans l'appropriation et la protection de leur société de manière générale et leur milieu de vie en particulier.

Umweltbildung hat seit jeher das Ziel, mit sozialpädagogischen Mitteln zur Reflexion und Lösung der ökologischen Krise beizutragen. Trotz einer bedeutenden theoretischen und praktischen Produktion bleibt sein Aktionsfeld jedoch durch politische Kräfte begrenzt. Tatsächlich seit mehreren Jahren instrumentalisiert, im Norden wie im Süden des Planeten, ist dieser von einer eher normativen und / oder präskriptiven Ausrichtung geprägt. Ihre schrittweise Umwandlung in "Bildung für nachhaltige Entwicklung" ist nur eine Möglichkeit, den Entwicklungsgedanken zu recyceln und Produktions- und Konsummuster vor Kritik zu schützen. Doch überall mobilisiert die Zivilgesellschaft immer mehr und die Sorge der internationalen Öffentlichkeit über eine vielschichtige ökologische Krise wächst. Das wirft mehrere Fragen auf: Wer widersetzt sich dem Wandel? Die Gesellschaft ? Politische und wirtschaftliche Macht?Darüber hinaus soll die Umweltbildung auch durch die Integration der Frage "Nachhaltige Entwicklung" ihre kritische Dimension behalten, indem sie in einem Perspektivenwandel die Beziehung zwischen Bürgern und ihrer Umwelt hinterfragt und mithilft (neu zu konstruieren). So bedeutet beispielsweise projektpädagogisches Handeln im Rahmen der Umweltbildung, die Bürgerinnen und Bürger bei der Aneignung und dem Schutz ihrer Gesellschaft im Allgemeinen und ihres Lebensumfelds im Besonderen zu unterstützen. ; The Environmental Education has always aimed to contribute through social and educational way for reflection and resolution of the ecological crisis. However, despite a significant theoretical and practical production, its scope is limited by the political powers. Instrumentalized in fact for several years, the North and the South of the planet, it is marked by a rather normative orientation and / or prescriptive. Its gradual transformation into "Education for Sustainable Development" is only a way to recycle the concept of development and evade the critical modes of production and consumption. But throughout civil society ...

Umweltbildung hat seit jeher das Ziel, mit sozialpädagogischen Mitteln zur Reflexion und Lösung der ökologischen Krise beizutragen. Trotz einer bedeutenden theoretischen und praktischen Produktion bleibt sein Aktionsfeld jedoch durch politische Kräfte begrenzt. Tatsächlich seit mehreren Jahren instrumentalisiert, im Norden wie im Süden des Planeten, ist dieser von einer eher normativen und / oder präskriptiven Ausrichtung geprägt. Ihre schrittweise Umwandlung in "Bildung für nachhaltige Entwicklung" ist nur eine Möglichkeit, den Entwicklungsgedanken zu recyceln und Produktions- und Konsummuster vor Kritik zu schützen. Doch überall mobilisiert die Zivilgesellschaft immer mehr und die Sorge der internationalen Öffentlichkeit über eine vielschichtige ökologische Krise wächst. Das wirft mehrere Fragen auf: Wer widersetzt sich dem Wandel? Die Gesellschaft ? Politische und wirtschaftliche Macht?Darüber hinaus soll die Umweltbildung auch durch die Integration der Frage "Nachhaltige Entwicklung" ihre kritische Dimension behalten, indem sie in einem Perspektivenwandel die Beziehung zwischen Bürgern und ihrer Umwelt hinterfragt und mithilft (neu zu konstruieren). So bedeutet beispielsweise projektpädagogisches Handeln im Rahmen der Umweltbildung, die Bürgerinnen und Bürger bei der Aneignung und dem Schutz ihrer Gesellschaft im Allgemeinen und ihres Lebensumfelds im Besonderen zu unterstützen. ; The Environmental Education has always aimed to contribute through social and educational way for reflection and resolution of the ecological crisis. However, despite a significant theoretical and practical production, its scope is limited by the political powers. Instrumentalized in fact for several years, the North and the South of the planet, it is marked by a rather normative orientation and / or prescriptive. Its gradual transformation into "Education for Sustainable Development" is only a way to recycle the concept of development and evade the critical modes of production and consumption. But throughout civil society ...