Suchergebnisse

International audience ; La communication vise à mieux comprendre pourquoi l'éducation artistique est un rendez-vous éternellement manqué. dans le champ culturel français

International audience ; La communication vise à mieux comprendre pourquoi l'éducation artistique est un rendez-vous éternellement manqué. dans le champ culturel français

Currently, over a third of children not in school live in countries considered being as fragile. These countries, which are mainly located in sub-Saharan Africa, will not reach the objectives of Education For All for 2015. This thesis covers approaches across comparative education, political science and sociology of organizations. It explores empirically the condi¬tions of achievement of EFA within the contexts of fragility. Despite its ambiguities, the notion of fragile states was adopted in 2005 as an operational concept by most of aid agencies. Definitions of fragile state converge on a set of specific criteria (dysfunctional institutions, chronic socio-political instability, limited access to social services). Nevertheless, the former also cover various and related dimensions, whose severity makes universal primary education achievement particularly hazardous. Therefore, the in¬junction made to states to provide homogenous basic education for their population, espe¬cially in the poorest ones, may indeed encounter difficulties in the particular contexts of fragile states (chapter 1). Armed conflicts are certainly the most obvious cause of the fragility of states and countries. The effects of these conflicts undermine the educational system and destroy any prospect of education for a difficulty measurable proportion of children, especially those in poor and isolated environments. Periods of instability can also be seen in the impact of public finances policies and the failure of governments to invest in social areas such as education. The latter being an element that contributes to the emergence of values of a democratic political system (chapter 2). Insofar as investment in education is perceived as a necessary, if not sufficient, to vanquish poverty, the option to stimulate and accelerate the development of education constitutes an opportunity for the international community. Even if it means that the latter also has to ex¬ercise some forms of interference. The findings of our empirical analysis show, that ...

Currently, over a third of children not in school live in countries considered being as fragile. These countries, which are mainly located in sub-Saharan Africa, will not reach the objectives of Education For All for 2015. This thesis covers approaches across comparative education, political science and sociology of organizations. It explores empirically the condi¬tions of achievement of EFA within the contexts of fragility. Despite its ambiguities, the notion of fragile states was adopted in 2005 as an operational concept by most of aid agencies. Definitions of fragile state converge on a set of specific criteria (dysfunctional institutions, chronic socio-political instability, limited access to social services). Nevertheless, the former also cover various and related dimensions, whose severity makes universal primary education achievement particularly hazardous. Therefore, the in¬junction made to states to provide homogenous basic education for their population, espe¬cially in the poorest ones, may indeed encounter difficulties in the particular contexts of fragile states (chapter 1). Armed conflicts are certainly the most obvious cause of the fragility of states and countries. The effects of these conflicts undermine the educational system and destroy any prospect of education for a difficulty measurable proportion of children, especially those in poor and isolated environments. Periods of instability can also be seen in the impact of public finances policies and the failure of governments to invest in social areas such as education. The latter being an element that contributes to the emergence of values of a democratic political system (chapter 2). Insofar as investment in education is perceived as a necessary, if not sufficient, to vanquish poverty, the option to stimulate and accelerate the development of education constitutes an opportunity for the international community. Even if it means that the latter also has to ex¬ercise some forms of interference. The findings of our empirical analysis show, that within fragile states, the emergence of a current contradiction between the inclusive nature of the EFA goals and the exclusionary nature of the paradigms on which foreign aid is based (effec¬tiveness and results). This situation leads us to question the approach of aid which is torn morally between the consequences of individual actions or common actions where the finan¬cial criteria and instruments are clearly not adapted to situations of fragility (chapter 3). ; Plus du tiers des enfants non scolarisés dans le monde vit actuellement dans des pays considérés comme fragiles. Principalement localisés en Afrique subsaharienne, ces pays, pour la plupart, ne seront pas en mesure de réaliser les objectifs de l'Éducation Pour Tous d'ici 2015. Se situant à la croisée de l'éducation comparée, des sciences politiques et de la sociologie des organisations, cette thèse explore empiriquement les conditions d'achèvement de l'EPT dans les contextes de fragilités.Malgré les ambigüités qui l'entourent, la notion d'État fragile a été adoptée en 2005 en tant que concept opérationnel par la plupart des organismes d'aide. Si les définitions de l'État fragile convergent sur un ensemble de critères spécifiques (institutions dysfonctionnelles, instabilité sociopolitique chronique, accès limité aux services sociaux), la fragilité revêt des dimensions variées et connexes dont la sévérité rend la réalisation de la scolarisation primaire universelle singulièrement aléatoire. Dès lors, l'injonction faite aux États de fournir une édu-cation de base homogène aux populations, notamment aux plus pauvres, peut rencontrer des difficultés d'adaptation dans les contextes particuliers des États fragiles (chapitre 1). Les conflits armés constituent certainement la plus évidente origine de la fragilité des États et des pays. Les effets de ces conflits mettent à mal le développement éducatif et anéantissent toute perspective d'éducation pour une proportion d'enfants difficilement mesurable, parti-culièrement ceux issus de milieux pauvres et isolés. Les périodes d'instabilité signalent égale-ment l'impact des politiques des finances publiques ainsi que l'échec d'un gouvernement à investir dans des domaines sociaux tels que l'éducation, élément contribuant à l'émergence des valeurs d'un système politique à tendances démocratiques (chapitre 2). Dans la mesure où l'investissement éducatif est perçu comme une condition nécessaire, sinon suffisante, de sortie de la pauvreté, l'option d'impulser et d'accélérer le développement éducatif s'impose comme un critère d'opportunité pour la communauté internationale, quitte à exercer des formes d'ingérence. Les conclusions de notre analyse empirique montrent, dans la problématique des États fragiles, l'émergence d'une contradiction actuelle entre le caractère inclusif des objectifs de l'EPT et la nature excluante des paradigmes sur lesquels se fondent l'aide extérieure (efficacité et résultats). Cette situation conduit alors à s'interroger sur une approche de l'aide liée à une analyse morale écartelée entre les conséquences des actions individuelles ou communes et dont les critères et instruments financiers ne sont visiblement pas adaptés aux situations de fragilité (chapitre 3).