Suchergebnisse

part Introduction -- chapter 1 GATS, Higher Education and Global Governance Studies -- part Block I GATS in Context -- chapter 2 Education in the WTO/GATS Context -- chapter 3 GATS, Markets and Higher Education -- part Block II GATS Results and Procedures -- chapter 4 Negotiating the GATS: A Multi-Level System -- chapter 5 State of Play and Trends of the Negotiations -- part Block III Inside the Negotiations -- chapter 6 GATS and Education: The Passionate Debate -- chapter 7 For or Against Education Liberalization: The International Struggle -- chapter 8 Negotiating Education in the WTO: Key Ideas and Actors -- chapter 9 National Case Studies: Argentina and Chile -- part Conclusions -- chapter 10 Explaining the GATS Results in Education.

Le dernier rapport du Secours catholique-Caritas France éclaire la frange de ceux qu'on nomme les « inactifs ». Il démontre que ces personnes sans emploi sont non seulement actives, mais essentielles pour la société, appelant à une reconnaissance de leur contribution.

Here I provide some further elaboration on the idea of Sraffian ecological economics and its articulation with the capability approach. This enables addressing some important questions raised by Nuno Ornelas Martins (2018) when commenting on the idea of Sraffian ecological economics as outlined in Verger (2017) while advancing the basis for a capability approach. In a more general way, a research pathway for the development of Sraffian ecological economics is presented, going from an historical work on the epistemological, ethical, and ontological positions of Sraffa, to the investigation of specific areas of research. Finally, to understand the connection between Sraffa's economic theory and the capability approach discussed by Martins (2018), while addressing the environmental impacts of production, an essential aspect is Pasinetti's concept of hyper-subsystem (Pasinetti, 1988), as suggested by Vivian Walsh (2003).

Madagascar is one of the poorest country in the world regarding its GPD per capita. Most of its population lives under the poverty line. The government is committed in the education for all plan since 1990. However, the quality of education is still low. In 2012, only 68.8% of the children achieved the primary school cycle, there are high repetition rates and few students access to the secondary school cycle. Most of international institution and NGO's oppose child labor and schooling. Child labor remains important, in 2010, 21% of the children aged from 5 to 17 years old work. We have conducted a survey about the households living in the rural zones. Most of them live from subsistence farming activities. Their children must participate to the domestic chores and economic activities and combine school at the same time. This work aims to understand the process of schooling and child work in a rural zone. We have collected quantitative data on 246 household and we made an ethnography in a primary state school for 14 months. Then, we have conducted semi-structured interviews with mothers, teachers and children aged from 8 to 14 years old. The quantitative data helped to analyze the relationship between the household demographic structures and the children school attainment. The ethnography shown the impact of a weak quality of education on the children learning process and on the school demand. The interviews conducted with the children shown how their perception of work and schooling and their aspiration could influence the reproduction of their economic and social position. To conclude, we question how the primary education for all can be reached when most of the household live in poor life conditions and the education sector suffers from a lack of funds. Can the school system stop the transmission of social and economic inequalities and break the poverty cycle? ; Le PIB/ habitant de Madagascar classe le pays parmi l'un des plus pauvres au monde. L'État s'est engagé dans les objectifs de l'Éducation primaire universelle. Malgré cela, les indicateurs d'efficacité du système scolaire sont faibles. En 2012, seul 68,8% des enfants achèvent le cycle primaire, les taux de redoublement sont élevés, le taux de passage en cycle secondaire est faible. Aussi, le travail des enfants est encore un phénomène important dans la grande île. En 2010, près de 21% des 5-17 ans travaille, c'est le cas de 49% des 5-14 ans dans la région d'enquête, le Vakinankaratra. Dans les zones rurales, où la plupart des ménages vivent de l'agriculture d'autosubsistance, la main-d'œuvre infantile est fortement mise à contribution dans la production domestique. Les enfants sont tenus de combiner leurs activités scolaires et les activités productives. Nous proposons dans cette thèse de présenter les processus de scolarisation et de mise au travail des enfants à une échelle très fine. Pour ce faire, nous avons mené une enquête quantitative portant sur 247 ménages et une enquête qualitative dans deux villages et deux écoles primaires publiques qui étaient rattachées pendant quatorze mois. Les données quantitatives ont permis de mettre en exergue le lien entre les structures démographiques des ménages et la réussite scolaire des enfants. La monographie d'une des écoles primaires a permis de montrer les effets d'une faible qualité de l'offre sur les processus d'apprentissage des enfants et sur la demande scolaire. Par ailleurs, nous avons analysé les conséquences de la faible dotation en capitaux scolaires et économiques des ménages sur le déroulement de la scolarisation. Nous avons également mené des enquêtes par entretien auprès des enfants âgés entre 8 et 14 ans. Nous avons voulu savoir comment leurs représentations du travail et de l'école et leurs aspirations pouvaient influencer les processus de mise au travail et d'arrêt de la scolarisation. Finalement cette thèse permet d'analyser comment les objectifs de l'école primaire universelle peuvent être atteints face à la pauvreté des ménages et aux manques de moyens de l'école. Elle questionne également la capacité que pourrait avoir l'école à infléchir les processus de transmission des inégalités sociales et, dans notre cas, la reproduction de la grande pauvreté.

Madagascar is one of the poorest country in the world regarding its GPD per capita. Most of its population lives under the poverty line. The government is committed in the education for all plan since 1990. However, the quality of education is still low. In 2012, only 68.8% of the children achieved the primary school cycle, there are high repetition rates and few students access to the secondary school cycle. Most of international institution and NGO's oppose child labor and schooling. Child labor remains important, in 2010, 21% of the children aged from 5 to 17 years old work. We have conducted a survey about the households living in the rural zones. Most of them live from subsistence farming activities. Their children must participate to the domestic chores and economic activities and combine school at the same time. This work aims to understand the process of schooling and child work in a rural zone. We have collected quantitative data on 246 household and we made an ethnography in a primary state school for 14 months. Then, we have conducted semi-structured interviews with mothers, teachers and children aged from 8 to 14 years old. The quantitative data helped to analyze the relationship between the household demographic structures and the children school attainment. The ethnography shown the impact of a weak quality of education on the children learning process and on the school demand. The interviews conducted with the children shown how their perception of work and schooling and their aspiration could influence the reproduction of their economic and social position. To conclude, we question how the primary education for all can be reached when most of the household live in poor life conditions and the education sector suffers from a lack of funds. Can the school system stop the transmission of social and economic inequalities and break the poverty cycle? ; Le PIB/ habitant de Madagascar classe le pays parmi l'un des plus pauvres au monde. L'État s'est engagé dans les objectifs de l'Éducation primaire ...

Abstract This comment from Fratini's article "Rent as a share of product and Sraffa's price equations" corrects Fratini's demonstration that rent as a share of the product and rate of profits could both increase at the same time. By doing so, this comment underlines the specificity of Sraffa's theory of value, and especially the need to only analyze systems of production where exchanges are needed to reproduce the system.