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The "crisis in education" has been a recurrent theme in discussions about the American school system. In the United States, it was after WWII that the notion gained momentum and a new meaning. Until then, the term "crisis" had been merely used to evoke the dire material and financial state of education. The expression took another turn with the emergence of a debate between proponents of modern education (a model derived from the principles of progressive education) and partisans of liberal education who denounced an intellectual degradation in the school system. This dissertation analyzes this debate and its consequences on the dynamics of education in the United States. This strife between two conceptions of education is set apart by its significant influence and pervasion of society. Indeed, not only did it involve the circle of professional educators but it also touched lay men, so much so that it was integrated by popular culture. Confronted with a confidence crisis in the aftermath of the successful launch of satellite Sputnik, the U.S. government pinpointed the school system as the weak link of the American nation, taking advantage of the wave of criticisms against modern education that had dominated the 1950s. The combination of the debate on education with the logics of the Cold War paved the way for an unprecedented federal intervention in the field of education with the 1958 National Defense Education Act. ; De nos jours, le motif de la « crise de l'éducation » est récurrent dans les discussions publiques sur le système éducatif, et ce des deux côtés de l'Atlantique. Aux Etats-Unis, c'est au lendemain de la seconde guerre mondiale qu'il prend une tournure nouvelle. Jusqu'alors on avait parlé de « crise » pour désigner les difficultés matérielles et financières du système, mais l'expression prend une autre signification après 1945, tandis que s'installe un débat entre les partisans de l'éducation moderne, modèle inspiré par les principes de l'éducation progressiste, et les défenseurs d'une éducation ...

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.

The World Yearbook of Education 2010: Education and the Arab World: Political Projects, Struggles, and Geometries of Power opens up discussions about improving the relationship between the Arab World and the West, beyond the divide of most current approaches

Abstract: This paper examines the mediating role that education plays between religion and democratic community. The paper is situated in the Canadian context and examines this mediation through two questions: First, what is the relationship between religion and education and what is the contribution of this relationship to and within a pluralist society? And, second, do schools have a responsibility in developing a unified model of who the citizen is as a person? Both questions are founded upon the premise that citizens are more than citizens, they are also persons.

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 ...

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.

Research object – creativity education in physical education lessons. Hypotheses: 1. Students and teachers opinion about to creativity education about physical education lessons is different. 2. Girls and boys attitudes towards the education of creativity in physical education lessons are different. Research target – find out teachers and students attitudes towards the education of creativity in physical education lessons. Research objectives: 1. Analyze scientific literature and discuss the concept of creativity, factors influencing and inhibit creativity and creativity in education physical education classes. 2. To determine student"s approach to creativity education during physical education lessons. 3. Compare girls and boys attitude about creativity education. 7 4. Compare the IX – X and XI – XII classes" students approach to creativity education during physical education lessons. 5. Set the physical education teacher's approach to creativity education during physical education lessons. 6. Comparison of physical culture teachers' and students' attitudes towards the education of creativity in physical education lessons. Conclusions: 1. Consensus in the scientific literature on the concept of creativity is not, but in my opinion, this is a person's ability to solve tasks and issues an original, flexible and efficient. Creativity leads to inheritance, environmental influences, and both factors together. Creativity inhibits criticism, evaluation and personal growth unfavorable political system. Only a creative teacher can develop creative personalities. Therefore, modern physical education lesson the teacher must ensure creativity, critical thinking, the ability to work in a group. 2. 74, 9% of the students ' point of view (p. < 0, 05), creativity is innate and partly a desire to grow as students. Many students refer desire to improve for a creative personality, which is manifested through the originality. Teachers more favorably assesses the student's ability to adapt to one another and create a task for ...

Research object – creativity education in physical education lessons. Hypotheses: 1. Students and teachers opinion about to creativity education about physical education lessons is different. 2. Girls and boys attitudes towards the education of creativity in physical education lessons are different. Research target – find out teachers and students attitudes towards the education of creativity in physical education lessons. Research objectives: 1. Analyze scientific literature and discuss the concept of creativity, factors influencing and inhibit creativity and creativity in education physical education classes. 2. To determine student"s approach to creativity education during physical education lessons. 3. Compare girls and boys attitude about creativity education. 7 4. Compare the IX – X and XI – XII classes" students approach to creativity education during physical education lessons. 5. Set the physical education teacher's approach to creativity education during physical education lessons. 6. Comparison of physical culture teachers' and students' attitudes towards the education of creativity in physical education lessons. Conclusions: 1. Consensus in the scientific literature on the concept of creativity is not, but in my opinion, this is a person's ability to solve tasks and issues an original, flexible and efficient. Creativity leads to inheritance, environmental influences, and both factors together. Creativity inhibits criticism, evaluation and personal growth unfavorable political system. Only a creative teacher can develop creative personalities. Therefore, modern physical education lesson the teacher must ensure creativity, critical thinking, the ability to work in a group. 2. 74, 9% of the students ' point of view (p. < 0, 05), creativity is innate and partly a desire to grow as students. Many students refer desire to improve for a creative personality, which is manifested through the originality. Teachers more favorably assesses the student's ability to adapt to one another and create a task for something new, but in psychical education classes" creativity educating tasks are assigned rarely. Creativity is educated only partially because of the development of physical education teacher is a partially creative. 3. The analysis of questionnaire data, disaggregated by sex, it should be noted that even a significant disagreed when p<0.05, so all this data confirm a second hypothesis that boys and girls differ in opinion on the creativity education and its" development through psychical education lessons. 4. Taking into account the classes have not received significant difference that creativity is innate or the result of education. In all other aspects of the students' approach to creativity education in accordance with the classes differed significantly (p < 0, 05). 5. 79,5% of teachers think that creativity is innate and partly educated. Most of the teachers described themselves as a likeness of new impressions, although in physical education classes creativity developing tasks are rare and the educates creativity only in part. In terms of teachers, students" lack of initiative prevents them from being creative in physical education classes. In teachers" point of view, for physical education lesson to be more creative, students lack of self-expression. 6. 56,4% of teachers believe (p< 0,05), that creativity leads to an environment in which student grow, where family, friends, teachers are and the creativity development is engaging in an activity that can be suppressed by the authoritarian relationships, strict discipline, and the negative 8 reaction of the teacher. Pupils in terms of criticism. (47.6 percent) creativity is determined by the environment in which the student grow, where family, friends, teachers are and creativity education condition is freedom of expression, which is not suppressed by authoritarian relationships, strict discipline, and the negative reaction of the teacher and criticism. Teachers and students think different what could make the psychical education lessons more creative. So while students and teachers aims in physical education lessons are quite similar, but their views on this issue are different, and this confirms the first raised hypothesis.

Research object – creativity education in physical education lessons. Hypotheses: 1. Students and teachers opinion about to creativity education about physical education lessons is different. 2. Girls and boys attitudes towards the education of creativity in physical education lessons are different. Research target – find out teachers and students attitudes towards the education of creativity in physical education lessons. Research objectives: 1. Analyze scientific literature and discuss the concept of creativity, factors influencing and inhibit creativity and creativity in education physical education classes. 2. To determine student"s approach to creativity education during physical education lessons. 3. Compare girls and boys attitude about creativity education. 7 4. Compare the IX – X and XI – XII classes" students approach to creativity education during physical education lessons. 5. Set the physical education teacher's approach to creativity education during physical education lessons. 6. Comparison of physical culture teachers' and students' attitudes towards the education of creativity in physical education lessons. Conclusions: 1. Consensus in the scientific literature on the concept of creativity is not, but in my opinion, this is a person's ability to solve tasks and issues an original, flexible and efficient. Creativity leads to inheritance, environmental influences, and both factors together. Creativity inhibits criticism, evaluation and personal growth unfavorable political system. Only a creative teacher can develop creative personalities. Therefore, modern physical education lesson the teacher must ensure creativity, critical thinking, the ability to work in a group. 2. 74, 9% of the students ' point of view (p. < 0, 05), creativity is innate and partly a desire to grow as students. Many students refer desire to improve for a creative personality, which is manifested through the originality. Teachers more favorably assesses the student's ability to adapt to one another and create a task for something new, but in psychical education classes" creativity educating tasks are assigned rarely. Creativity is educated only partially because of the development of physical education teacher is a partially creative. 3. The analysis of questionnaire data, disaggregated by sex, it should be noted that even a significant disagreed when p<0.05, so all this data confirm a second hypothesis that boys and girls differ in opinion on the creativity education and its" development through psychical education lessons. 4. Taking into account the classes have not received significant difference that creativity is innate or the result of education. In all other aspects of the students' approach to creativity education in accordance with the classes differed significantly (p < 0, 05). 5. 79,5% of teachers think that creativity is innate and partly educated. Most of the teachers described themselves as a likeness of new impressions, although in physical education classes creativity developing tasks are rare and the educates creativity only in part. In terms of teachers, students" lack of initiative prevents them from being creative in physical education classes. In teachers" point of view, for physical education lesson to be more creative, students lack of self-expression. 6. 56,4% of teachers believe (p< 0,05), that creativity leads to an environment in which student grow, where family, friends, teachers are and the creativity development is engaging in an activity that can be suppressed by the authoritarian relationships, strict discipline, and the negative 8 reaction of the teacher. Pupils in terms of criticism. (47.6 percent) creativity is determined by the environment in which the student grow, where family, friends, teachers are and creativity education condition is freedom of expression, which is not suppressed by authoritarian relationships, strict discipline, and the negative reaction of the teacher and criticism. Teachers and students think different what could make the psychical education lessons more creative. So while students and teachers aims in physical education lessons are quite similar, but their views on this issue are different, and this confirms the first raised hypothesis.

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 ...

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.