Suchergebnisse

The links between education and territory are complex. No part of schooling can free itself from the territorial context in which the school action plan develops: formal schooling, academic achievement, vocational orientation, didactics, pedagogy, etc. are all concerned, to a greater or lesser extent according to the territories and to the educational systems. Thus, territory can have an effect from the outside on school education as an impact factor, but it can also have a full educational role. It may also impact on education as a whole, as in some mountain areas. Nevertheless, all things considered, is it really the territory which has an impact on school; or is it rather its «symbolic » part-the territoriality-which «shapes» the education pathways? While the different contexts having influence on education-spatial, political, institutional contexts for instance-have been analysed for a long time, it is completely different regarding territoriality, which has only really been tackled for fifteen years.

International audience ; Due to the decentralization laws of 1982-1983, the secondary general and professional education and training supply progressively and partly became "regional". In France, "Region" refers to a political and administrative federative space of many different territories, which are linked to the French history and which do not necessarily have collective and democratic projects. The competence of the regions in education and training issues only concern upper secondary schools (high schools that is to say the so-called "lycées"). The region competences include buildings, equipment and operational costs. Diploma, curricula and teachers are always under the central State responsibility. Thus, upper secondary school education and training (at the high school level) is a global competence which is shared by region and State. In the framework of this shared competence, upper secondary general education and training supply are organized through territorial development by two partners, State and region. Presently, professional education and training supply are not completely adjusted to regional economic needs, even if it was sometimes adjusted to specific local ones (CHAMPOLLION, 1987). As far as teacher is concerned, it is presently not genuinely adapted to regional contexts (CHAMPOLLION, 2005). A pupil's career choice is influenced by territory through "territory effects" (CHAMPOLLION, 2005). For more than ten years, the French ministry of education (DEP, School Geography) has established that there are disparities between different educational districts (that are called "académies"). Nevertheless, these disparities concern more the different kinds of territories (for example rural or urban one) in a same region than the different regional spaces (DAVAILLON, 1998; ARRIGHI, 2004; GRELET, 2004 & 2006).

International audience ; Due to the decentralization laws of 1982-1983, the secondary general and professional education and training supply progressively and partly became "regional". In France, "Region" refers to a political and administrative federative space of many different territories, which are linked to the French history and which do not necessarily have collective and democratic projects. The competence of the regions in education and training issues only concern upper secondary schools (high schools that is to say the so-called "lycées"). The region competences include buildings, equipment and operational costs. Diploma, curricula and teachers are always under the central State responsibility. Thus, upper secondary school education and training (at the high school level) is a global competence which is shared by region and State. In the framework of this shared competence, upper secondary general education and training supply are organized through territorial development by two partners, State and region. Presently, professional education and training supply are not completely adjusted to regional economic needs, even if it was sometimes adjusted to specific local ones (CHAMPOLLION, 1987). As far as teacher is concerned, it is presently not genuinely adapted to regional contexts (CHAMPOLLION, 2005). A pupil's career choice is influenced by territory through "territory effects" (CHAMPOLLION, 2005). For more than ten years, the French ministry of education (DEP, School Geography) has established that there are disparities between different educational districts (that are called "académies"). Nevertheless, these disparities concern more the different kinds of territories (for example rural or urban one) in a same region than the different regional spaces (DAVAILLON, 1998; ARRIGHI, 2004; GRELET, 2004 & 2006).

International audience ; The "territorial intelligence" approach in education promotes the development of local partnerships projects based on the co-construction of territorial diagnoses. In order to operationalize their projects, the actors of these partnerships identify and appropriate the characteristics, assets and constraints of the surrounding spatial frameworks, such as institutional territories, territories lived and symbolic territories. For them - then, but only then - to decide and then collectively implement the projects developed within the framework of cooperative local governments. ; La démarche d'« intelligence territoriale » dans l'éducation promeut le développement de projets partenariaux locaux fondés sur la co-construction de diagnostics territoriaux. Afin d'opérationnaliser leurs projets, les acteurs de ces partenariats répertorient et s'approprient caractéristiques, atouts et contraintes des cadres spatiaux environnants comme des territoires institutionnels, des territoires vécus comme des territoires symboliques. À charge pour eux – alors, mais alors seulement – de décider, puis de mettre en œuvre collectivement les projets développés dans le cadre de gouvernances locales coopératives.

The "territorial intelligence" approach in education promotes the development of local partnership projects based on the co-construction of territorial diagnostics. In order to operationalise their projects, the players involved in these partnerships identify and take ownership of the characteristics, strengths and constraints of surrounding space frameworks, such as institutional territories, territories experienced as symbolic territories. It is for them — then, but only then — to decide and then collectively implement the projects developed within the framework of cooperative local governance. ; International audience The "territorial intelligence" approach in education promotes the development of local partnerships projects based on the co-construction of territorial diagnoses. In order to operationalize their projects, the actors of these partnerships identify and appropriate the characteristics, assets and constraints of the surrounding spatial frameworks, such as institutional territories, territories lived and symbolic territories. For them - then, but only then - to decide and then collectively implement the projects developed within the framework of cooperative local governments. ; The "territorial intelligence" approach in education promotes the development of local partnership projects based on the co-construction of territorial diagnostics. In order to operationalise their projects, the players involved in these partnerships identify and take ownership of the characteristics, strengths and constraints of surrounding space frameworks, such as institutional territories, territories experienced as symbolic territories. It is for them — then, but only then — to decide and then collectively implement the projects developed within the framework of cooperative local governance. ; La démarche d'« intelligence territoriale » dans l'éducation promeut le développement de projets partenariaux locaux fondés sur la co-construction de diagnostics territoriaux. Afin d'opérationnaliser leurs projets, les acteurs de ...

International audience ; The "territorial intelligence" approach in education promotes the development of local partnerships projects based on the co-construction of territorial diagnoses. In order to operationalize their projects, the actors of these partnerships identify and appropriate the characteristics, assets and constraints of the surrounding spatial frameworks, such as institutional territories, territories lived and symbolic territories. For them - then, but only then - to decide and then collectively implement the projects developed within the framework of cooperative local governments. ; La démarche d'« intelligence territoriale » dans l'éducation promeut le développement de projets partenariaux locaux fondés sur la co-construction de diagnostics territoriaux. Afin d'opérationnaliser leurs projets, les acteurs de ces partenariats répertorient et s'approprient caractéristiques, atouts et contraintes des cadres spatiaux environnants comme des territoires institutionnels, des territoires vécus comme des territoires symboliques. À charge pour eux – alors, mais alors seulement – de décider, puis de mettre en œuvre collectivement les projets développés dans le cadre de gouvernances locales coopératives.

International audience ; The "territorial intelligence" approach in education promotes the development of local partnerships projects based on the co-construction of territorial diagnoses. In order to operationalize their projects, the actors of these partnerships identify and appropriate the characteristics, assets and constraints of the surrounding spatial frameworks, such as institutional territories, territories lived and symbolic territories. For them - then, but only then - to decide and then collectively implement the projects developed within the framework of cooperative local governments. ; La démarche d'« intelligence territoriale » dans l'éducation promeut le développement de projets partenariaux locaux fondés sur la co-construction de diagnostics territoriaux. Afin d'opérationnaliser leurs projets, les acteurs de ces partenariats répertorient et s'approprient caractéristiques, atouts et contraintes des cadres spatiaux environnants comme des territoires institutionnels, des territoires vécus comme des territoires symboliques. À charge pour eux – alors, mais alors seulement – de décider, puis de mettre en œuvre collectivement les projets développés dans le cadre de gouvernances locales coopératives.

International audience ; The "territorial intelligence" approach in education promotes the development of local partnerships projects based on the co-construction of territorial diagnoses. In order to operationalize their projects, the actors of these partnerships identify and appropriate the characteristics, assets and constraints of the surrounding spatial frameworks, such as institutional territories, territories lived and symbolic territories. For them - then, but only then - to decide and then collectively implement the projects developed within the framework of cooperative local governments. ; La démarche d'« intelligence territoriale » dans l'éducation promeut le développement de projets partenariaux locaux fondés sur la co-construction de diagnostics territoriaux. Afin d'opérationnaliser leurs projets, les acteurs de ces partenariats répertorient et s'approprient caractéristiques, atouts et contraintes des cadres spatiaux environnants comme des territoires institutionnels, des territoires vécus comme des territoires symboliques. À charge pour eux – alors, mais alors seulement – de décider, puis de mettre en œuvre collectivement les projets développés dans le cadre de gouvernances locales coopératives.

In the general frame of CAENTI after two years of WP4T work an active partnership has started between social actors of the Belgian association of Optim@, that is working in Seraing, and the French research team of OER, that works about rural school. On the suggestion of Optim@, the two partners have answered positively to the request of territorial diagnosis which have expressed the local actors and political deciders of the wallon city of Chapelle-lez-Harlaimont. With the aid of the French research laboratory MTI (ThéMA) the two partners are actually from March 2008 developing a collective participating approach that uses the digital tools (CATALYSE) of the territorial intelligence (Bertacchini, 2004; Dumas, 2004; Girardot, 2004, 2007) for increasing the local sustainable development (Bruntland, 1987) of the industrial city of Chapelle-lez-Herlaimont. As participating observers the two authors study the project of territorial diagnosis and the participating approach. The authors analyse first the organization of the three partners (OER, Optima@ and MTI), the participating approach of co-construction (Legardez, 2007) of the territorial knowledges, the calendar of the operations and, if possible, the first qualitative and quantitative results. They examine the level of pertinence and efficiency of the applied research for the local sustainable development of Chapelle-lez-Herlaimont. They measure the weight of the explicative variable that comes from territory and especially the eventual weight of territorial effects (Bidou- Zacchariasen, 1997; Champollion, 2005, 2007). They begin to evaluate the process of territorial intelligence that is developed in this operation. ; Dans le cadre général de l'Action de coordination du réseau européen d'intelligence territoriale (CAENTI), à l'issue de deux années de fonctionnement du groupe de travail sur la notion de territoire (WP4T), un partenariat actif s'est engagé entre les acteurs sociaux de l'association belge d'Optim@, sise à Seraing, et l'équipe française de ...

In the general frame of CAENTI after two years of WP4T work an active partnership has started between social actors of the Belgian association of Optim@, that is working in Seraing, and the French research team of OER, that works about rural school. On the suggestion of Optim@, the two partners have answered positively to the request of territorial diagnosis which have expressed the local actors and political deciders of the wallon city of Chapelle-lez-Harlaimont. With the aid of the French research laboratory MTI (ThéMA) the two partners are actually from March 2008 developing a collective participating approach that uses the digital tools (CATALYSE) of the territorial intelligence (Bertacchini, 2004; Dumas, 2004; Girardot, 2004, 2007) for increasing the local sustainable development (Bruntland, 1987) of the industrial city of Chapelle-lez-Herlaimont. As participating observers the two authors study the project of territorial diagnosis and the participating approach. The authors analyse first the organization of the three partners (OER, Optima@ and MTI), the participating approach of co-construction (Legardez, 2007) of the territorial knowledges, the calendar of the operations and, if possible, the first qualitative and quantitative results. They examine the level of pertinence and efficiency of the applied research for the local sustainable development of Chapelle-lez-Herlaimont. They measure the weight of the explicative variable that comes from territory and especially the eventual weight of territorial effects (Bidou- Zacchariasen, 1997; Champollion, 2005, 2007). They begin to evaluate the process of territorial intelligence that is developed in this operation. ; Dans le cadre général de l'Action de coordination du réseau européen d'intelligence territoriale (CAENTI), à l'issue de deux années de fonctionnement du groupe de travail sur la notion de territoire (WP4T), un partenariat actif s'est engagé entre les acteurs sociaux de l'association belge d'Optim@, sise à Seraing, et l'équipe française de ...

In the general frame of CAENTI after two years of WP4T work an active partnership has started between social actors of the Belgian association of Optim@, that is working in Seraing, and the French research team of OER, that works about rural school. On the suggestion of Optim@, the two partners have answered positively to the request of territorial diagnosis which have expressed the local actors and political deciders of the wallon city of Chapelle-lez-Harlaimont. With the aid of the French research laboratory MTI (ThéMA) the two partners are actually from March 2008 developing a collective participating approach that uses the digital tools (CATALYSE) of the territorial intelligence (Bertacchini, 2004; Dumas, 2004; Girardot, 2004, 2007) for increasing the local sustainable development (Bruntland, 1987) of the industrial city of Chapelle-lez-Herlaimont. As participating observers the two authors study the project of territorial diagnosis and the participating approach. The authors analyse first the organization of the three partners (OER, Optima@ and MTI), the participating approach of co-construction (Legardez, 2007) of the territorial knowledges, the calendar of the operations and, if possible, the first qualitative and quantitative results. They examine the level of pertinence and efficiency of the applied research for the local sustainable development of Chapelle-lez-Herlaimont. They measure the weight of the explicative variable that comes from territory and especially the eventual weight of territorial effects (Bidou- Zacchariasen, 1997; Champollion, 2005, 2007). They begin to evaluate the process of territorial intelligence that is developed in this operation. ; Dans le cadre général de l'Action de coordination du réseau européen d'intelligence territoriale (CAENTI), à l'issue de deux années de fonctionnement du groupe de travail sur la notion de territoire (WP4T), un partenariat actif s'est engagé entre les acteurs sociaux de l'association belge d'Optim@, sise à Seraing, et l'équipe française de ...

In the general frame of CAENTI after two years of WP4T work an active partnership has started between social actors of the Belgian association of Optim@, that is working in Seraing, and the French research team of OER, that works about rural school. On the suggestion of Optim@, the two partners have answered positively to the request of territorial diagnosis which have expressed the local actors and political deciders of the wallon city of Chapelle-lez-Harlaimont. With the aid of the French research laboratory MTI (ThéMA) the two partners are actually from March 2008 developing a collective participating approach that uses the digital tools (CATALYSE) of the territorial intelligence (Bertacchini, 2004; Dumas, 2004; Girardot, 2004, 2007) for increasing the local sustainable development (Bruntland, 1987) of the industrial city of Chapelle-lez-Herlaimont. As participating observers the two authors study the project of territorial diagnosis and the participating approach. The authors analyse first the organization of the three partners (OER, Optima@ and MTI), the participating approach of co-construction (Legardez, 2007) of the territorial knowledges, the calendar of the operations and, if possible, the first qualitative and quantitative results. They examine the level of pertinence and efficiency of the applied research for the local sustainable development of Chapelle-lez-Herlaimont. They measure the weight of the explicative variable that comes from territory and especially the eventual weight of territorial effects (Bidou- Zacchariasen, 1997; Champollion, 2005, 2007). They begin to evaluate the process of territorial intelligence that is developed in this operation. ; Dans le cadre général de l'Action de coordination du réseau européen d'intelligence territoriale (CAENTI), à l'issue de deux années de fonctionnement du groupe de travail sur la notion de territoire (WP4T), un partenariat actif s'est engagé entre les acteurs sociaux de l'association belge d'Optim@, sise à Seraing, et l'équipe française de ...

2.3. Territories and the educational system: renewed challenges2.3.1. The student at the center of a territorialized educational ecosystem; 2.3.2. Geographical change: from â#x80;#x9C;identity territoryâ#x80;#x9D; to â#x80;#x9C;network territoryâ#x80;#x9D;; 2.3.3. Seek coupling and collaboration among educational spaces; 2.4. A research-action project; 2.4.1. Knowledge based for co-construction within the territories; 2.4.2. Quebec experience: community school; 2.4.3. First step in collecting practices; 2.5. Territorial risk management: first points of view.

International audience ; Interrogeant le couple éducation et territoire selon trois grands axes (évolutions historiques, interactions contemporaines, théorisations originales), cet ouvrage expose l'importance de la contextualisation territoriale de l'école : celle-ci n'apparaît donc plus en cette matière comme le point aveugle d'une recherche en sciences de l'éducation qui, jusqu'ici, s'occupait surtout des contextualisations sociales et institutionnelles.Ses quatorze chapitres analysent les nombreuses interactions développées entre éducatif (forme scolaire, pédagogie, didactique, orientation, etc.) et territorial (prescrit, vécu, rêvé, intériorisé). En effet, si le territoire peut impacter l'éducation en tant que contexte, il peut également jouer un rôle d'acteur éducatif jusqu'à se muer en « territoire apprenant ». Des questions d'importance sont dans ce cadre examinées au fil de l'ouvrage : inégalités territoriales d'éducation et d'orientation, politiques publiques territorialisées, et spécificités et points communs des écoles rurales et urbaines.Les coordonnateursAngela Barthes est professeure à l'université d'Aix-Marseille et membre du laboratoire ADEF. Ses recherches portent sur la transmission des savoirs et l'éducation dans le cadre du développement des territoires.Pierre Champollion, docteur en sciences de l'éducation, habilité à diriger des recherches, membre des laboratoires ECP et ESO-Caen, préside l'Observatoire éducation et territoires. Il travaille sur la problématique éducation et territoires et les comparaisons éducatives rural-urbain.Yves Alpe est sociologue, professeur émérite de sciences de l'éducation à l'université d'Aix-Marseille, membre du laboratoire ADEF et cofondateur de l'Observatoire éducation et territoires. Ses recherches concernent inégalités territoriales d'éducation et épistémologie des savoirs scolaires. Sommaire1. Quelle place accorder aux territoires dans les politiques publiques d'éducation ?2. Les chefs d'établissement : les nouveaux pilotes de l'interaction ...