L'accompagnement de groupes d'acteurs engagés dans un processus de participation nécessite de s'interroger sur les paradigmes qui fondent l'action pédagogique. Le but de cette fiche est de mettre en évidence quelques caractéristiques du paradigme écosocioconstructiviste qui fonde la notion de communauté d'apprentissage, celle-ci constituant une référence pédagogique de plus en plus préconisée dans les pratiques de gouvernance.
The paper analyzes the European Community/ European Union experience in the Western Balkans in the period from 1990 onwards in different context in order to assess different mechanisms which the European Union has gained with building the Common Foreign and Security Policy and within the Enlargement Policy in the process of conflict prevention and conflict resolution. Additionally, the paper makes an assessment of the EU's involvement in the conflict prevention and conflict resolution in the Balkans after the Stabilization and Association Process was launched in 1999. The authors argue that in the case of the military conflicts in the former Yugoslavia, when the European Community was confronted with serious and hard security issues at the very beginning of creating its Common Foreign and Security Policy and in a period of time when the region was not part of the enlargement process, the Community and the Union afterwards proved to be extremely ineffective. In the second part, through three case studies, the paper demonstrate that with the combined use of CFSP mechanisms and SAP, positive examples of the EU acting as a provider of peaceful dispute settlement in the Western Balkans have been established. ; The paper analyzes the European Community/ European Union experience in the Western Balkans in the period from 1990 onwards in different context in order to assess different mechanisms which the European Union has gained with building the Common Foreign and Security Policy and within the Enlargement Policy in the process of conflict prevention and conflict resolution. Additionally, the paper makes an assessment of the EU's involvement in the conflict prevention and conflict resolution in the Balkans after the Stabilization and Association Process was launched in 1999. The authors argue that in the case of the military conflicts in the former Yugoslavia, when the European Community was confronted with serious and hard security issues at the very beginning of creating its Common Foreign and Security Policy and in a period of time when the region was not part of the enlargement process, the Community and the Union afterwards proved to be extremely ineffective. In the second part, through three case studies, the paper demonstrate that with the combined use of CFSP mechanisms and SAP, positive examples of the EU acting as a provider of peaceful dispute settlement in the Western Balkans have been established.
Nacionalno gospodarstvo svoj razvoj zasniva na uspješnosti poduzetništva. U tu uspješnost utkano je sve iskustvo nacije kao i sposobnost materijalizacije raspoloživih resursa te njena efikasnost, kroz proizvod ili uslugu realiziranu na tržištu. Usvojenost poduzetničke kompetencije glavni je indikator, ali i ograničavajući faktor povećanja uspješnosti postojećih gospodarskih subjekata kao i stvaranja novih iz poslovne prilike te ukupne nacionalne gospodarske efikasnosti. Ljudski potencijali cijele društvene zajednice na odgovarajući način participiraju u stvaranju nacionalnog gospodarskog rezultata. Upravo zato je nužno sustavno stvoriti uvjete za razvoj poduzetnosti svakog pojedinca kroz sustav cjeloživotnog učenja i to već od najranije životne dobi. Strategija učenja za poduzetništvo daje sustavna rješenja i definira nositelje i sunositelje provedbenih Mjera iz Akcijskog plana. Nacionalna koordinacija E4E - obrazovanja za poduzetništvo kao međuresorno tijelo Vlade Republike Hrvatske je zaduženo za provedbu i implementaciju Strategije i Akcijskog plana. ; The development of national economy is based on the success of entrepreneurship. The overall national experience as well as the ability to materialize available resources and its efficiency, in the form of market products or services, is mirrored in that success. The level of entrepreneurial competence is the main indicator but also the limiting factor in the increase of the success of existing and the creation of new businesses from business opportunities, and also in the overall national economic efficiency. Human resources of the entire community participate adequately in the creation of national economic results. Therefore it is necessary to start at an early age with systematic creation of conditions for the development of individual entrepreneurial competence through a system of lifelong education. National Coordination E4E - Education for Entrepreneurship, as the Interdepartmental Working Body of the Government of the Republic of Croatia, is responsible for enforcing and implementing the Strategy and the Action Plan.
International audience ; The development of the inter-municipal cooperation gives rise to some major territorial and governmental reorganization. The elected in charge are then confronted to the complex exercise of the municipal cooperation and the definition of a territorial project. It will be a question of studying the inter-municipal cooperation towards the technical, political and "territorial learning" operated by the mayors. That is illustrated by the study of the Toulouse city région, which is splited in three metropolitan council of governments : it shows more or less advanced territories in the community integration process. Some technical managers and more than eighty mayors were asked about that. ; Le développement de l'intercommunalité donne lieu à des recompositions territoriales et gouvernementales majeures. Les élus se confrontent alors à l'exercice complexe de la coopération et à la définition d'un projet territorial. Il s'agira d'étudier la coopération intercommunale au regard des apprentissages (techniques, politiques et territoriaux) opérés par les maires et de concentrer l'analyse sur les « instruments » de ce processus. Ce propos est illustré par l'étude de l'agglomération toulousaine qui, fragmentée en trois communautés d'agglomérations ou urbaine, donne à voir des territoires plus ou moins avancés dans le mouvement d'intégration communautaire. A cette occasion, plus de 80 maires, ainsi que des responsables techniques, ont été interrogés.
International audience ; The development of the inter-municipal cooperation gives rise to some major territorial and governmental reorganization. The elected in charge are then confronted to the complex exercise of the municipal cooperation and the definition of a territorial project. It will be a question of studying the inter-municipal cooperation towards the technical, political and "territorial learning" operated by the mayors. That is illustrated by the study of the Toulouse city région, which is splited in three metropolitan council of governments : it shows more or less advanced territories in the community integration process. Some technical managers and more than eighty mayors were asked about that. ; Le développement de l'intercommunalité donne lieu à des recompositions territoriales et gouvernementales majeures. Les élus se confrontent alors à l'exercice complexe de la coopération et à la définition d'un projet territorial. Il s'agira d'étudier la coopération intercommunale au regard des apprentissages (techniques, politiques et territoriaux) opérés par les maires et de concentrer l'analyse sur les « instruments » de ce processus. Ce propos est illustré par l'étude de l'agglomération toulousaine qui, fragmentée en trois communautés d'agglomérations ou urbaine, donne à voir des territoires plus ou moins avancés dans le mouvement d'intégration communautaire. A cette occasion, plus de 80 maires, ainsi que des responsables techniques, ont été interrogés.
International audience ; Tartaglia's Nova Scientia published in 1537 heralded a new approach to the problems of military technology, by adopting neo-platonistic principles to physical phenomena. However, his enquiry was limited by his Aristotelian viewpoint, and his final edition of 1558 offered the idea that nature could be explained by knowledge applied through Platonic philosophy. Tartaglia had accepted that the flight of the missile, hitherto thought to comprise distinct violent and natural phases, had to be of a mixed nature. While application of mathematics in a mechanical paradigm offered a practical validity, readers needed convincing by a formal proof. The problem of the Gunner was finding a reliable way of firing his shot with reasonable accuracy. Neo-platonist philosophy needed a convincing solution to this problem. In his Stratioticos (1579) Thomas Digges' chapter on gunnery proposed an extensive list of parameters for investigation, thus offering an experimental programme for the English Gunners to follow over the next century. Some thoughts on learning in communities and epistemologies are considered
In order for a preschool teacher to develop into a competent individual and continuously strengthen his/her professional identity, it is of great importance to work on all aspects of lifelong professional development. Since the academic year 2009/2010, preschool teachers have the opportunity to continue their education at university graduate studies in the Republic of Croatia in order to acquire and/or develop their competences, knowledge and skills necessary for the development of professionalism. It is the responsibility of not just the individual, but also the professional community to enable the development of preschool teacher profession in all those areas crucial to the advancement of early and preschool education system. In this sense, formal education enables acquisition of competences needed to create educational policy within the institutions. In order to determine whether preschool teachers consider themselves competent and in which areas, a self-assessment questionnaire of professional competences was developed. The aim of this research is to gain insight into the number of preschool teachers who consider themselves professionally competent for creating educational policy in the institution they work in. Furthermore, this research will examine whether there are differences in self-assessments of professional competences between preschool teachers - graduate students and preschool teachers who completed undergraduate studies, both employed in preschool institutions, and on what dimensions those estimates show correlation. ; Kako bi se odgojitelj razvijao u kompetentnog pojedinca te kontinuirano osnaživao svoj profesionalni identitet, od velike je važnosti rad na sebi putem svih oblika cjeloživotnog stručnog usavršavanja. Od akademske godine 2009./2010. u Republici Hrvatskoj odgojitelji imaju mogućnost nastaviti svoje obrazovanje na sveučilišnom diplomskom studiju kako bi stekli i/ili razvili svoje kompetencije, znanja i vještine koji su potrebni za razvoj profesionalizma. Odgovornost, ne samo pojedinca već i profesionalne zajednice, jest omogućiti razvoj odgojiteljske profesije u svim onim dijelovima ključnim za napredovanje ranog i predškolskog odgojno-obrazovnog sustava. Formalno obrazovanje, u tom smislu, omogućuje stjecanje kompetencija potrebnih za kreiranje obrazovne politike unutar vlastitih ustanova. Kako bi se procijenilo smatraju li se i u kojim se područjima odgojitelji kompetentnima, konstruiran je upitnik za samoprocjenu profesionalnih kompetencija. Cilj je ovog istraživanja dobiti uvid u to koliko se odgojitelji smatraju profesionalno kompetentnima za kreiranje obrazovne politike ustanove u kojoj rade. Nadalje, ispitat će se postoje li razlike u samoprocjenama profesionalnih kompetencija odgojitelja – polaznika diplomskih studija koji su u radnom odnosu u predškolskim ustanovama i odgojitelja sa završenim stručnim ili preddiplomskim studijem također u radnom odnosu, te na kojim dimenzijama postoji povezanost njihove procjene.
Recent educational policies are oriented towards the training of teachers for online collaborative work. We size this opportunity to examine the delicate relationship between reflective practice and community of practice. Keeping in mind the professional development of teachers, we stress the interest of developing trainings which support the emergence of communities of practice and raise the awareness about new instructional strategies. We introduce a paradigm which articulates four notions, namely reflection on practice, dialogue in the reflective process, learning community and community of practice. We describe a framework for reflection integrated into a collaborative learning process, its specific media of discourse, scenario and dialogical process. A case study illustrates our approach. ; Saisissant l'occasion offerte par de récentes politiques éducatives qui orientent la formation des enseignants vers le travail collectif en réseaux, nous abordons ici la délicate question de l'association entre pratique réflexive et participation à des communautés de pratique en ligne. Motivés par le développement professionnel de l'enseignant, nous montrons l'intérêt de concevoir des formations qui ont pour enjeux d'être un terreau favorisant l'émergence de communautés de pratique en ligne et d'ouvrir les praticiens à de nouvelles postures pédagogiques. Nous présentons un paradigme qui articule quatre notions : réflexion sur les pratiques, cadre dialogique pour le processus réflexif, communauté d'apprentissage et communauté de pratique. Nous décrivons un dispositif de travail réflexif intégré au sein d'une formation collaborative avec ses supports d'expression, son scénario et son processus dialogique. L'ensemble est illustré par une étude de cas portant sur une formation de formateurs qui s'est répétée sur deux années consécutives.
Recent educational policies are oriented towards the training of teachers for online collaborative work. We size this opportunity to examine the delicate relationship between reflective practice and community of practice. Keeping in mind the professional development of teachers, we stress the interest of developing trainings which support the emergence of communities of practice and raise the awareness about new instructional strategies. We introduce a paradigm which articulates four notions, namely reflection on practice, dialogue in the reflective process, learning community and community of practice. We describe a framework for reflection integrated into a collaborative learning process, its specific media of discourse, scenario and dialogical process. A case study illustrates our approach. ; Saisissant l'occasion offerte par de récentes politiques éducatives qui orientent la formation des enseignants vers le travail collectif en réseaux, nous abordons ici la délicate question de l'association entre pratique réflexive et participation à des communautés de pratique en ligne. Motivés par le développement professionnel de l'enseignant, nous montrons l'intérêt de concevoir des formations qui ont pour enjeux d'être un terreau favorisant l'émergence de communautés de pratique en ligne et d'ouvrir les praticiens à de nouvelles postures pédagogiques. Nous présentons un paradigme qui articule quatre notions : réflexion sur les pratiques, cadre dialogique pour le processus réflexif, communauté d'apprentissage et communauté de pratique. Nous décrivons un dispositif de travail réflexif intégré au sein d'une formation collaborative avec ses supports d'expression, son scénario et son processus dialogique. L'ensemble est illustré par une étude de cas portant sur une formation de formateurs qui s'est répétée sur deux années consécutives.
The Information Communication and Knowledge Society (ICCS) is characterized by the knowledge economy in which learning becomes the engine of private, professional and organizational lives. The information and communication technologies (ICT) melting pot of such a society have made it possible to democratize access to knowledge so that online education, formerly an education modality, becomes a prominent asset for improving skills, particularly with the advent of massive open online courses (MOOC). Our thesis on these MOOCs assesses such a device in its ability to promote a new relationship to the learning activity with a view to increasing the skills of various audiences engaged in a virtual community or community of practice (CoP) in the sense of Etienne Wenger. Our manuscript got down to a posture of researcher-actor-involved in evaluating the relationship to knowledge in such a community by infiltrating it to flush out the structuring ones while sifting through the central tool of this community that is the MOOC Project management (MOOC GdP). The monographic study of the MOOC Gestion de projet and its online community highlights a change in attitude towards knowledge in a knowledge-based society, urging to improve employability through a proactive and agile attitude in its management of skills. At the end of this study, we show by an inductive approach that the MOOC GdP device can constitute a milestone promoting a proactive attitude coupled with community practices to lifelong learning (ATLV), a sine qua non condition for acquiring the metacompetence of learning to learn which is the basis of the learning society. ; La société de l'information, de la communication et de la connaissance (SICC) est caractérisée par l'économie du savoir dans laquelle apprendre devient moteur des vies sur le plan privé, professionnel et organisationnel. Les technologies de l'information et communication (TIC), creuset d'une telle société ont permis de démocratiser l'accès aux savoirs de sorte que l'éducation en ligne naguère une ...
The Information Communication and Knowledge Society (ICCS) is characterized by the knowledge economy in which learning becomes the engine of private, professional and organizational lives. The information and communication technologies (ICT) melting pot of such a society have made it possible to democratize access to knowledge so that online education, formerly an education modality, becomes a prominent asset for improving skills, particularly with the advent of massive open online courses (MOOC). Our thesis on these MOOCs assesses such a device in its ability to promote a new relationship to the learning activity with a view to increasing the skills of various audiences engaged in a virtual community or community of practice (CoP) in the sense of Etienne Wenger. Our manuscript got down to a posture of researcher-actor-involved in evaluating the relationship to knowledge in such a community by infiltrating it to flush out the structuring ones while sifting through the central tool of this community that is the MOOC Project management (MOOC GdP). The monographic study of the MOOC Gestion de projet and its online community highlights a change in attitude towards knowledge in a knowledge-based society, urging to improve employability through a proactive and agile attitude in its management of skills. At the end of this study, we show by an inductive approach that the MOOC GdP device can constitute a milestone promoting a proactive attitude coupled with community practices to lifelong learning (ATLV), a sine qua non condition for acquiring the metacompetence of learning to learn which is the basis of the learning society. ; La société de l'information, de la communication et de la connaissance (SICC) est caractérisée par l'économie du savoir dans laquelle apprendre devient moteur des vies sur le plan privé, professionnel et organisationnel. Les technologies de l'information et communication (TIC), creuset d'une telle société ont permis de démocratiser l'accès aux savoirs de sorte que l'éducation en ligne naguère une ...
The Information Communication and Knowledge Society (ICCS) is characterized by the knowledge economy in which learning becomes the engine of private, professional and organizational lives. The information and communication technologies (ICT) melting pot of such a society have made it possible to democratize access to knowledge so that online education, formerly an education modality, becomes a prominent asset for improving skills, particularly with the advent of massive open online courses (MOOC). Our thesis on these MOOCs assesses such a device in its ability to promote a new relationship to the learning activity with a view to increasing the skills of various audiences engaged in a virtual community or community of practice (CoP) in the sense of Etienne Wenger. Our manuscript got down to a posture of researcher-actor-involved in evaluating the relationship to knowledge in such a community by infiltrating it to flush out the structuring ones while sifting through the central tool of this community that is the MOOC Project management (MOOC GdP). The monographic study of the MOOC Gestion de projet and its online community highlights a change in attitude towards knowledge in a knowledge-based society, urging to improve employability through a proactive and agile attitude in its management of skills. At the end of this study, we show by an inductive approach that the MOOC GdP device can constitute a milestone promoting a proactive attitude coupled with community practices to lifelong learning (ATLV), a sine qua non condition for acquiring the metacompetence of learning to learn which is the basis of the learning society. ; La société de l'information, de la communication et de la connaissance (SICC) est caractérisée par l'économie du savoir dans laquelle apprendre devient moteur des vies sur le plan privé, professionnel et organisationnel. Les technologies de l'information et communication (TIC), creuset d'une telle société ont permis de démocratiser l'accès aux savoirs de sorte que l'éducation en ligne naguère une ...
International audience This work examines the impact of ICT in the building process of intercommunality. The study examines the stakes and implications of extending the "Very-High-Speed Broadband Project" beyond its initial town-level application (Gonfreville l'Orcher) to include the entire metropolitan area of Le Havre. Qualitative analysis was prioritised by means of interviews with local representatives and inter-borough administrators and also with the IT technicians who worked on the initial project. The study has produced several important findings. The integration of ICT more and more frequently in the public affairs brings a new light on the institutionalization and even more, on the territorialisation of intercommunality. Whereas public transportation, culture, sport, economics and social affairs are constant policies, the ICT sector remains confidential for most of the public actors and is especially invested in a unequal way. Therefore, a township commitment on this issue offers leadership opportunities to the elect, but facilitates also the entry of entrepreneurs or political outsiders in the intercommunal scene. The hybrid status and volatility of ICT sets them as interface between three main key issues: political gain, creation of community solidarity, technical learning. Actors of intercommunality experience their commitment in ICT field around these three dimensions sometimes with moderate ambitions or cautious waiting. Finally, as ICT bring political, technical and territorial complexity as well as a real institutional creativity, it reveals and feeds dynamics around intercommunality governance. ; Ce travail interroge l'inscription des Technologies de l'Information et de la Communication (TIC) dans le processus de construction intercommunale. Il focalise sur les enjeux et modalités de transfert à l'échelle de la Communauté de l'Agglomération Havraise (CODAH) d'un projet « Très Haut Débit » d'abord engagé à l'échelle communale (Gonfreville l'Orcher). L'analyse qualitative a été privilégiée via ...
International audience ; This work examines the impact of ICT in the building process of intercommunality. The study examines the stakes and implications of extending the "Very-High-Speed Broadband Project" beyond its initial town-level application (Gonfreville l'Orcher) to include the entire metropolitan area of Le Havre. Qualitative analysis was prioritised by means of interviews with local representatives and inter-borough administrators and also with the IT technicians who worked on the initial project. The study has produced several important findings. The integration of ICT more and more frequently in the public affairs brings a new light on the institutionalization and even more, on the territorialisation of intercommunality. Whereas public transportation, culture, sport, economics and social affairs are constant policies, the ICT sector remains confidential for most of the public actors and is especially invested in a unequal way. Therefore, a township commitment on this issue offers leadership opportunities to the elect, but facilitates also the entry of entrepreneurs or political outsiders in the intercommunal scene. The hybrid status and volatility of ICT sets them as interface between three main key issues: political gain, creation of community solidarity, technical learning. Actors of intercommunality experience their commitment in ICT field around these three dimensions sometimes with moderate ambitions or cautious waiting. Finally, as ICT bring political, technical and territorial complexity as well as a real institutional creativity, it reveals and feeds dynamics around intercommunality governance. ; Ce travail interroge l'inscription des Technologies de l'Information et de la Communication (TIC) dans le processus de construction intercommunale. Il focalise sur les enjeux et modalités de transfert à l'échelle de la Communauté de l'Agglomération Havraise (CODAH) d'un projet « Très Haut Débit » d'abord engagé à l'échelle communale (Gonfreville l'Orcher). L'analyse qualitative a été privilégiée via ...
