Relevant bibliographies by topics / Programmes officiels

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Programmes officiels'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Programmes officiels"

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Dervin, Fred, and Marjut Johansson. "Les études francophones en Finlande : entre francophonie liquide et solide ?" ALTERNATIVE FRANCOPHONE 1, no. 4 (August 26, 2011): 30–41. http://dx.doi.org/10.29173/af11026.

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Cet article s’intéresse à la place accordée aux études francophones dans un pays européen non-francophone, la Finlande. Basée sur l’étude d’un questionnaire distribué à tous les enseignants-chercheurs des universités finlandaises impliqués dans les départements d’études dites françaises, des programmes officiels de chaque département et des pratiques en termes d’enseignement de la francophonie, cette étude propose un premier point sur l’intégration de la f/Francophonie dans ce contexte. Est posée également la question des définitions du terme « francophonie », qui peut revêtir de nombreuses significations. Nous posons l’hypothèse d’une double francophonie, solide (la francophonie canonique, officielle et politique) et liquide (pratiques du français qui vont au-delà de ces frontières), pour traiter de la question. Les résultats montrent que la notion de f/Francophonie semble a priori intégrée dans les dispositifs universitaires finlandais mais qu’elle n’a pas une place centrale ni une définition stable. Pour finir nous proposons une approche « liquide » de la f/Francophonie qui permettrait de sortir de ces frontières officielles et d’en élargir les champs conceptuels et méthodologiques.
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Niclot, Daniel. "Images de la vulgate scolaire dans les manuels de géographie français (classe de seconde, 1981 à 1996)." Cahiers de géographie du Québec 43, no. 120 (April 12, 2005): 605–24. http://dx.doi.org/10.7202/022858ar.

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Une des finalités les plus fréquemment attribuées à l'enseignement de la géographie dans les introductions des programmes du second cycle de l'enseignement secondaire français est de donner aux élèves des clés de compréhension du monde contemporain. Une analyse de quelques types d'images (graphiques, coupes, images satellitales, photographies) qui figurent dans 24 manuels de classe de seconde, publiés entre 1981 et 1996, montre que, malgré les renouvellements qui se produisent, cette ambition est loin d'être atteinte. Les manuels scolaires confortent globalement les représentations de sens commun des élèves. La géographie, telle qu'elle apparaît dans les ouvrages scolaires, ne participe pas vraiment à une éducation à la compréhension du monde dans sa complexité, pourtant privilégiée par les programmes officiels.
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Bonnéry, Stéphane, and Fanny Renard. "Des pratiques culturelles contre l’échec et le décrochage scolaires. Sociologie d’un détour." Partie 2 – Accompagnement socioculturel et sociopolitique dans les quartiers, no. 70 (January 9, 2014): 135–50. http://dx.doi.org/10.7202/1021160ar.

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L’article porte sur des dispositifs mis en place dans le cadre de partenariats entre l’Éducation nationale, des collectivités territoriales et des associations d’éducation populaire au gré de politiques de « lutte contre le décrochage scolaire » ou de « programmes de réussite éducative ». Répondant aux diagnostics officiels des difficultés scolaires, ces dispositifs proposent des activités artistiques aux élèves de primaire ou de collège. Nous montrons les difficultés que ces dispositifs rencontrent ainsi que leur caractère paradoxal au vu de la persistance des inégalités culturelles. Qu’apportent des activités pédagogiques de détour qui masquent les enjeux scolaires qui les sous-tendent ?
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EL GOUSAIRI, Anass. "LA CONSTRUCTION INSTITUTIONNELLE DE LA LITTÉRATURE EN CLASSE DE FRANÇAIS : QUELQUES PROLÉGOMÈNES À UNE ANALYSE DIDACTIQUE DE L’OBJET." FRANCISOLA 2, no. 1 (July 5, 2017): 79. http://dx.doi.org/10.17509/francisola.v2i1.7529.

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RÉSUMÉ. Suite à la Réforme générale du système d’éducation et de formation au Maroc, engagée depuis déjà deux décennies et relayée récemment par la Vision Stratégique 2015-2030, l’enseignement du français, en tant que « première langue étrangère » selon les discours officiels, a fait l’objet d’une reconfiguration didactique majeure, à savoir la réintroduction de la littérature dans les programmes du lycée dès l’an 2002, après une longue éclipse au profit des « Documents authentiques ». Or, malgré ce renouveau, la conception esthétisante et formelle de l’objet « littérature », qui a encore la vie dure en classe de français, ne permet pas de saisir le statut épistémologique et les enjeux réels de son usage didactique. Dans cet article, nous examinerons dans une démarche interprétative la littérature comme construit institutionnel par l’observation et l’analyse du texte officiel afférent à cette construction, et ce afin d’expliciter les effets et les dérives de la transposition didactique de l’objet en contexte scolaire. Mots-clés : didactique du français, interculturalité, langue-culture, littérature, texte officiel, transposition didactiqueABSTRACT. Further to the general Reform of Morocco’s education and training system, which has been engaged for already two decades and that was relayed recently by the Strategic Vision 2015-2030, teaching French, frequently referred to as the "first foreign language" according to official statements, has known an important didactic reconfiguration: literature was introduced in high school programs after being abandoned and replaced by “Authentic Documents” over the last few years. Nonetheless, the aesthetic and formal conception of literature doesn’t allow to understand the real stakes behind the use of literary texts in French class. In this article, we will examine particularly the institutional construction of literature by interpretating some data collected from the official text related to the teaching of/by literature. This study aims to explain the effects and the limits of the didactical transposition of literature as an object at school. Keywords: didactics of French, interculturality, language-culture, literature, official text, didactical transposition
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Najar, Ridha, Hassane Squalli, Adolphe Adihou, and Said Abouhanifa. "Transition primaire-collège au Bénin, Maroc et Tunisie: Pour un état des lieux, comparaison et perspectives de l’enseignement de l’arithmétique et de l’algèbre." ITM Web of Conferences 39 (2021): 01004. http://dx.doi.org/10.1051/itmconf/20213901004.

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Dans cet article nous présentons un projet de recherche interuniversitaire auquel participent quatre pays: le Canada, le Maroc, le Bénin et la Tunisie. Le projet vise à dresser un état de la situation de la transition entre l’enseignement de l’arithmétique au primaire et l’enseignement de l’algèbre au collège au Maroc, au Bénin et en Tunisie. Il envisage d’identifier et de caractériser les difficultés des élèves de la dernière année du primaire et de la première année du collège dans ces trois pays en algèbre et d’étudier le potentiel du développement de la pensée algébrique dans les programmes et manuels officiels du primaire et du collège, ainsi que dans les pratiques des enseignants.
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Keefe, Janice M., and Pamela Fancey. "Financial Compensation or Home Help Services: Examining Differences among Program Recipients." Canadian Journal on Aging / La Revue canadienne du vieillissement 16, no. 2 (1997): 254–78. http://dx.doi.org/10.1017/s0714980800014343.

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RésuméL'octroi d'une compensation financière aux membres de la famille qui assurent des soins à des parents âgés a fait l'objet de fréquents débats au Canada, mais n'a été implanté qu'en de très rares occasions. L'une de ces exceptions est le Nova Scotia Home Life Support Program, qui accorde une compensation financière aux personnes qui doivent s'occuper d'un parent âgé. La présente étude explore les différences entre les soignants qui bénéficient de services officiels, soit une compensation financière ou des services de soutien à domicile. Les soignants rémunérés sont dans la plupart des cas des jeunes femmes qui habitent hors des zones urbaines et qui résident avec la personne qui reçoit les soins. Comparativement aux soignants qui reçoivent des services d'aide à domicile, les soignants rémunérés signalent une atténuation de leurs inquiétudes de nature économique, mais sont engagés plus à fond dans les soins prodigués et ont une charge plus élevée quant au temps consacré aux soins. Avant d'implanter des programmes de compensation financière pour les soignants, il faudra done procéder à des études portant expressément sur l'impact de ces programmes sur les soignants.
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Belley, Serge. "L’élection municipale de 2001 à Québec : l’« interventionnisme municipal » de la ville-centre contre le « populisme fiscal » des banlieues." Recherche 44, no. 2 (February 11, 2004): 217–38. http://dx.doi.org/10.7202/007690ar.

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Résumé Deux cultures politiques locales, l’interventionnisme municipal et le populisme fiscal, se sont affrontées, en novembre 2001, à l’occasion de la première élection à s’être déroulée dans la nouvelle ville de Québec. Si l’interventionnisme municipal, porté par un nouveau parti issu principalement de l’ancienne ville-centre, s’est imposé à la mairie, c’est toutefois le populisme fiscal, porté par un parti, lui aussi nouveau mais issu principalement de la banlieue, qui s’est imposé majoritairement aux postes de conseiller. Nous analysons les résultats de cette élection à la lumière de quatre éléments : le débat qui a opposé les élus municipaux pro et antifusion, les traditions politiques à l’origine des deux nouveaux partis politiques, leurs programmes politiques officiels et le style de campagne qu’ils ont mené.
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Bibang-Assoumou, Hilaire. "Processus d’intégration du microordinateur XO dans une école primaire gabonaise : analyse sous l’angle de la théorie de l’activité." Revue internationale du CRIRES : innover dans la tradition de Vygotsky 1, no. 1 (May 3, 2013): 33–49. http://dx.doi.org/10.51657/ric.v1i1.41020.

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La présente étude se propose de comprendre et d’illustrer le processus d’intégration du XO dans une école primaire à Libreville au Gabon. Menée sous l’angle de la théorie de l’activité, elle aboutit à des tensions intrasystémiques induites par le peu d’ouverture du système d’activité des enseignants aux outils non recommandés par les programmes officiels, et à des tensions intersystémiques suscitées par la fragilisation des frontières aux frontières des systèmes d’activité impliqués dans le développement de l’élève en contexte. Alors que les tensions intrasystémiques tendent d’amorcer l’expansion de l’activité d’intégration du XO, les tensions intersystémiques tendent au contraire à la « paralysie » au point où il devenait difficile aux enseignants de donner un sens à l’utilisation du XO animée par une motivation à changer leur pratique de classe.
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Guardado, Martin. "Toward a Critical Multilingualism in Canadian Classrooms: Making Local Inroads into a Cosmopolitan Identity." TESL Canada Journal 30, no. 1 (February 17, 2013): 151. http://dx.doi.org/10.18806/tesl.v30i1.1132.

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Drawing on recent work on cosmopolitanism, global citizenship, and critical ap- plied linguistics, this article examines the concept of cosmopolitanism as a viable goal in education in Canada. Particular attention is paid to the inclusion of global citizenship objectives in K-12 language programs in general and in her- itage language (HL) curricula in particular. I make a case for consideration of the concept of cosmopolitanism as a key guiding principle at diverse levels of ed- ucation in formal, non-formal, and informal settings. I argue that in the Cana- dian context, multilingual education could play a more prominent role in educational agendas as it has the potential to promote cosmopolitan ideals. I con- clude that in the framework of official bilingualism and multiculturalism, cos- mopolitanism can fruitfully add to discussions about the role of education in the emergence of a Canadian identity.Puisant dans les travaux récents sur le cosmopolitisme, la citoyenneté mondiale et la linguistique appliquée, cet article examine le concept du cosmopolitisme comme objectif viable en éducation au Canada. On porte une attention toute par- ticulière à l’inclusion des objectifs de citoyenneté mondiale dans les programmes de langue K-12, notamment dans les programmes de langues ancestrales. Je prône la considération du concept de cosmopolitisme comme principe directeur clé à divers niveaux d’éducation et dans des milieux formels, non-formels et informels. Je fais valoir l’idée que dans le contexte canadien, l’éducation plurilingue pourrait jouer un rôle plus important en enseignement puisqu’il elle peut promouvoir des idéaux cosmopolites. En conclusion, j’affirme qu’au sein du cadre de bilinguisme et de multiculturalisme officiels, le cosmopolitisme peut enrichir les discussions sur le rôle de l’éducation dans l’émergence de l’identité canadienne.
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Beaudrap, Anne-Raymonde de. "Quand les manuels définissent les programmes officiels… À propos de la mise en pratique de l’enseignement du fait religieux à l’ école." Spirale. Revue de recherches en éducation 42, no. 1 (2008): 139–51. http://dx.doi.org/10.3406/spira.2008.1214.

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Dissertations / Theses on the topic "Programmes officiels"

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Houdart-Merot, Violaine. "La culture littéraire au lycée depuis 1880 : devoirs d'élèves et discours officiels." Paris 8, 1997. http://www.theses.fr/1997PA081219.

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Delhaye, Coralie. "Comparaison des positionnements entre savoirs scientifiques et croyances religieuses à propos des origines du vivant dans les curriculums officiels grec, français et belge." Doctoral thesis, Universite Libre de Bruxelles, 2014. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209167.

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La problématique de recherche étudiée dans le cadre de cette thèse, émerge de diverses réflexions, données empiriques et observations, toutes liées à un constat qui a des implications importantes pour l’enseignement des sciences :le rejet partiel ou total de la théorie de l’évolution aux cours de sciences dispensés à l’école, au nom de croyances créationnistes, dans des sociétés modernes européennes où la science fait autorité.

La littérature scientifique qui traite de cette problématique dans le cadre de l’enseignement scolaire en Europe ,analyse les conceptions d’acteurs de l’enseignement scolaire – enseignants et/ou élèves – sur ce sujet, en étudiant notamment le lien qu’entretiennent ces conceptions avec les représentations que ces mêmes acteurs ont de la science, avec leurs parcours personnels, avec leur formation, etc. Un point aveugle observé dans cette littérature est la rareté des recherches portant sur les directives officiellement adressées aux enseignants. C’est pourquoi nous avons choisi de nous pencher sur le contenu de ces directives.

Cette recherche a, en premier lieu, une visée exploratoire. Elle consiste à construire et utiliser un instrument théorique et méthodologique qui permet, d’une part, d’identifier des représentations du savoir scientifique, de la croyance religieuse et/ou de leurs rapports (ou non rapports) véhiculées par les curriculums prescrits européens et, d’autre part, de déterminer des mécanismes à travers lesquels ces représentations pourraient influencer, d’une façon ou d’une autre, le rejet ou l’acceptation de la théorie de l’évolution au nom de croyances créationnistes ou encore, inversement, le rejet ou l’acceptation de croyances créationnistes au nom de la théorie de l’évolution. Pour repérer les représentations recherchées, nous utilisons la méthode de l’analyse de contenu thématique.

Une autre visée de cette étude est confirmatoire. Il s’agit de confirmer le postulat suivant lequel la nature des éventuelles représentations repérées au sein des curriculums prescrits au moyen de l’instrument susmentionné peut être mise en lien – lien dont la nature sera définie dans le corps de notre dissertation, sur la base de l’analyse de données sociohistoriques rapportées dans la littérature – avec les modalités de gestion de la laïcité mises en place par les politiques éducatives de différents pays européens :la France, la Grèce et la Belgique francophone. Ces pays ont justement été sélectionnés pour leur profil divergent en matière de politiques de gestion de la diversité culturelle. Pour démontrer ce lien, nous nous livrons à une analyse comparative sociétale.
Doctorat en Sciences Psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished

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Agbodjogbe, Basile Djessounounkon. "L'implémentation des nouveaux programmes par compétences au Bénin : des textes officiels aux pratiques d'enseignement : analyses didactiques en éducation physique et sportive et en sciences de la vie et de la terre en classe de 5ème." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2013. http://tel.archives-ouvertes.fr/tel-00904230.

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La thèse analyse l'implémentation des nouveaux programmes d'EPS et de SVT au Bénin dans le cadre de la réforme curriculaire selon l'approche par les compétences. Cette question est envisagée selon une approche comparative en termes de transposition didactique. Trois études emboitées structurent le travail empirique. La première caractérise les nouvelles matrices disciplinaires en EPS et en SVT à partir d'une analyse de contenus des documents officiels. La seconde s'intéresse aux points de vue des acteurs impliqués dans cette réforme depuis dix ans (inspecteurs, conseillers pédagogiques, enseignants). La troisième rend-compte, sous couvert de la théorie de l'action conjointe en didactique, des pratiques d'enseignement de 6 enseignants (3 en EPS : basket-ball et 3 en SVT : relations d'exploitation interspécifiques). Les résultats mettent en évidence les contraintes qui pèsent sur la mise en œuvre de ces nouveaux programmes.
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Agbodjogbe, Basile Djessounounkon. "L’implémentation des nouveaux programmes par compétences au Bénin : des textes officiels aux pratiques d’enseignement : analyses didactiques en éducation physique et sportive et en sciences de la vie et de la terre en classe de 5ème." Thesis, Toulouse 2, 2013. http://www.theses.fr/2013TOU20028/document.

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La thèse analyse l’implémentation des nouveaux programmes d’EPS et de SVT au Bénin dans le cadre de la réforme curriculaire selon l’approche par les compétences. Cette question est envisagée selon une approche comparative en termes de transposition didactique. Trois études emboitées structurent le travail empirique. La première caractérise les nouvelles matrices disciplinaires en EPS et en SVT à partir d’une analyse de contenus des documents officiels. La seconde s’intéresse aux points de vue des acteurs impliqués dans cette réforme depuis dix ans (inspecteurs, conseillers pédagogiques, enseignants). La troisième rend-compte, sous couvert de la théorie de l’action conjointe en didactique, des pratiques d’enseignement de 6 enseignants (3 en EPS : basket-ball et 3 en SVT : relations d’exploitation interspécifiques). Les résultats mettent en évidence les contraintes qui pèsent sur la mise en œuvre de ces nouveaux programmes
This thesis is about the curriculum reform in physical education and biology as implemented in the Republic of Benin. The research is conveyed through a comparative approach and look at the didactical transposition. Three studies are conducted. The first one characterizes from a content analysis of official documents the new disciplinary matrix of the physical education curriculum and the biology curriculum. The second study concerns the discourses held by different actors (supervisors, mentors, and teachers) on the curriculum reform which began ten years ago. The last one is about the teaching practices of 6 teachers (3 in PE teaching basket-ball; 3 in Biology teaching predation and parasitism as inter species relations). The findings highlight the constraints that weight on the ways these new curricula are implemented in classroom
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Farhat, Ben Nasr Hanene. "Former l’élève-citoyen tunisien : éducation civique et éducation islamique dans les établissements scolaires étatiques de 1958 à 2002." Thesis, Aix-Marseille 1, 2011. http://www.theses.fr/2011AIX10185.

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Notre objectif dans cette thèse est de suivre l’évolution du paradigme éducatif et du modèle de citoyenneté véhiculé par l’école tunisienne entre 1958 et 2002 selon les différentes approches adoptées en matière d’éducation civique et islamique à travers les réformes qu’a connu le système éducatif. Des réformes qui ont pris une actualité aiguë premièrement avec la Réforme de 1958 puis après les inévitables examens de conscience provoqués d’abord par la montée de la mouvance islamiste et la crise politique de la fin des années quatre-vingt (Réforme de 1991) et ensuite par rapport aux nouveaux défis liés à la mondialisation et les exigences du vivre ensemble mondial (Réforme de 2002). Dans ce travail, nous analyserons un parcours de plus d’un demi-siècle concernant l’éducation civique et islamique à l’école publique tunisienne. Un parcours qui remet en situation les choix qui ont été faits et les manières dont les principes et les valeurs étaient traduits en contenu éducatif. Il s’agit d’une réflexion sur ce contenu, en adoptant une approche comparative entre continuité et opposition. Notre approche se base sur l’analyse d’un corpus constitué de manuels scolaires et de programmes officiels d’éducation civique et islamique destinés à l’école publique tunisienne
In this thesis is to follow the evolution of the educational paradigm and model of citizenship conveyed by Tunisian schools between 1958 and 2002 for different approaches in the field of civic and islamic education and through the reforms experienced by the education system. Reforms that have taken a first acute events with the 1958 reform and after the inevitable self-examination caused primarily by the rise of the Islamist movement and the political crisis of the late eighties (Reform 1991) and then compared to the new challenges of globalization and the demands of living together world (Reform 2002). We analyze a course of more than half a century for civic and Islamic education in public school in Tunisia. A course that challenges the status choices was made and the ways in which principles and values were translated into educational content. This is a reflection on the content, adopting a comparative approach between continuity and opposition. Our approach is based on the analysis of a corpus consists of textbooks and official programs of civic and Islamic education in public tunisian school
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Mugari, Elias Levers. "The implementation of employee assistance programme at Makhado Municipality in Limpopo Province." Thesis, University of Limpopo, Turfloop Campus, 2011. http://hdl.handle.net/10386/1098.

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Thesis (MDev. ) -- University of Limpopo, 2011
The provision of Employee Assistance Programme in a working environment such as a municipality is very crucial. In order to determine the effectiveness of the implementation of the programme to justify its existence to the outside world and to assess the impact of its fulfilment to its objectives, evaluation is therefore necessary. The aim of this research study was to ascertain the implementation of the EAP at the Makhado Municipality in Vhembe District with special focus on the employees’ awareness of the programme, its utilization and also the programme adequacy. A qualitative approach was used in this study. Forty two (42) employees of various ranks or level’s in the municipality were randomly selected to participate in the study, and they were from all the four main centres of the municipality i.e. Makhado, Waterval, Dzanani and Vuwani. Summary of the Main Findings A high percentage (81%) of the employees knew of the existence of an EAP within the municipality, and meetings appeared to be the main awareness strategy. − The attitudes of employees towards the EAP were positive, this state of affairs points to the usefulness of the EAP service. − The EAP provided by the Municipality was viewed as accessible by the majority of employees. − The utilization rate of the EAP in the Municipality was very low as only 17% of respondents indicated that they had utilized the service before. − The majority of referrals were conducted by supervisors while only 9.1% were self referral. The majority of respondents did not answer the question implying various reason/s and could also mean lack or poor knowledge and information about referrals within the programme. (iv Implementation of the EAP at Makhado Municipality in Limpopo Province − The majority of employees did not respond to the question on whether they were satisfied with the EAP within the municipality, and that could translate into low knowledge and information about the programme. − The majority of employees were generally happy with the current location of EAP in the municipality. − The majority of employees viewed EAP as confidential and the level of trust in the EAP staff was high. − The majority of employees were not aware of the EAP policy and never participated in its formulation. − The majority of employees felt that EAP services were useful, and this means that provision of proper information might encourage employees to use the service. − Most employees suggested that frequent dissemination of information to employees through meetings, workshops and other regular contact sessions could enhance the EAP in the municipality. Recommendations The following recommendations with regard to the employees’ familiarity with the EAP are important: o That more awareness sessions be conducted with all employees, especially those at regions unit so that adequate information is cascaded to all employees of the municipality. o The awareness sessions should be conducted at least quarterly involving all regions, and the EAP Advisory Committee should meet at least bi-monthly to discuss aspects to improve and enhance EAP services in the municipality. o It is also recommended that additional qualified EAP personnel, with at least minimum qualifications in Social Work and, or Social Psychology, or any relevant (v Implementation of the EAP at Makhado Municipality in Limpopo Province qualifications and experience in EAP be appointed to run the programme on full-time basis. o That evaluation of the programme implementation should be conducted using the participatory strategies such as suggestion boxes, arranging focus groups and bench-marking with other institutions. The recommendation to allow employees opportunities to submit suggestions, in-puts and give feedback regarding the programme will no doubt assist in the improvement and promotion of the programme. o The Makhado Municipality should utilize different marketing strategies as recommended by EAP literature, such as the following: i. The use of promotional material such as brochures, leaflets, and posters that are user-friendly and in languages understandable by all employees of the municipality. ii. Outreach programmes: The EAP unit needs to regularly visit all the regional offices of the municipality in order to intensify information sharing to employees about the EAP. These can also include decentralising EAP workshops to the periphery offices in order to reach the employees who are far away from the head office in Louis Trichardt. The above-mentioned could serve as effective strategies in promoting and maximising the visibility of the EAP, and may close the gap on information not reaching all employees in the municipality thereby increasing its penetration rate.
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Celegatto, Conceição Aparecida. "Formação em serviço: significado do \"Programa Ler e Escrever\" numa escola municipal de ensino fundamental." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-30012009-113520/.

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O presente estudo busca revelar os significados do curso de formação em serviço Programa Ler e Escrever para um grupo de professoras de primeira à quarta série do ensino Fundamental, para as Coordenadoras Pedagógicas que atuam como formadoras e para o vicediretor de uma escola municipal considerada modelo na zona norte de São Paulo. Tomamos como base as iniciativas governamentais que têm lançado programas de formação em serviço para as unidades de ensino, com o objetivo de melhorar a qualidade da educação básica e procuramos entender de que forma um curso de formação pensado por especialistas do DOT Departamento de Orientação Técnica vem sendo recebido por um grupo de professoras e por gestores de uma escola com tradição formativa em seu histórico. Partimos do pressuposto de que os cursos de formação oficiais são incorporados, rejeitados, adaptados, ressignificados pelos sujeitos que deles participam como formadores e alunos. Utilizamos a etnografia como metodologia, para observação e para a análise dos dados. Participamos do curso de formação desenvolvido nessa unidade escolar por um ano, registramos, praticamente, tudo o que ocorria no diário de campo e fizemos entrevistas individuais com os participantes do Programa Ler e Escrever realizado na própria unidade de ensino. Verificamos que o significado dos programas oficiais mostra-se divergente numa mesma unidade de ensino. Os conteúdos do curso são elogiados por algumas professoras, criticado por outras e ressignificado por algumas. Para as Coordenadoras pedagógicas, que atuam como formadoras, o curso oficial representa uma possibilidade de interferir na prática docente, inserindo conteúdos diversificados em relação à leitura e á escrita. Para o gestor (vice-diretor) o Programa Ler e Escrever é uma forma de interferir na prática e na rotina das professoras, promovendo mudanças. Constatamos que os conteúdos do programa são inseridos na prática docente, porém de forma específica, de acordo com o significado que possuem para cada educadora. Verificamos que os programas de formação de professores devem considerar o saber docente e do ciclo de vida profissional dos mesmos. Concluímos que os projetos de formação em serviço devem ser construídos coletivamente pela equipe escolar, e que os problemas vivenciados na escola precisam ser entendidos como responsabilidade de todos.
This study tries to show the meanings of an in-service education course \"Programa Ler e Escrever\" for a group of teachers of the first to the fourth grade in elementary school, for pedagogical coordinators, who work as teachers of the teachers and for the vice-principal of a city school considered a model in the North Zone of Sao Paulo. We adopted the governmental initiatives as a base, which have released in-service education program for teaching units with the purpose to improve the elementary educational quality and tried to understand in which way a formation course, thought be specialists from DOT - Departamento de Orientação Técnica -, has been accepted by a group of teachers and managers in a school with formative background in its history. We assume the official formation programs are incorporated, rejected, adapted, reinterpreted by the people involved, being teachers or students. We use the Ethnography as methodology, as observation and data analysis. We have taken part in the formation course developed in this teaching unit for a year, and have registered, practically, everything that occurred in a field diary and also had individual interviews with the participants of the \"Ler e Escrever\" program that took place in the same educational unit. We saw that the meaning of the official programs can diverge in the same educational unit. The course content was extolled by some of the teachers, criticized by others and reinterpreted by some. According with the pedagogical coordinators, who work as teachers, the official course represents a possibility to interfere on teaching, including diversified content regarding to reading and writing. According with the vice-principal the \"Ler e Escrever\" program should consider the teacher\'s knowledge and their professional life cycles. We conclude that the in-service education should be built, collectively, by the school staff, and the problems lived in school must be understood as a responsibility of all.
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Cames, Mathilde. "Expériences du bilinguisme officiel chez des étudiants internationaux inscrits dans des programmes en français à l'Université d'Ottawa." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39991.

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Cette thèse de maîtrise présente les résultats d’un travail de recherche réalisé lors de l’année universitaire 2018-2019 auprès d’étudiants internationaux provenant de République Populaire de Chine et inscrits dans des programmes en français de premier cycle à l’Université d’Ottawa. Elle porte sur leurs représentations sociales des langues et du bi-/plurilinguisme (Castellotti & Moore, 2002 ; Baker & Wright, 2017) et leurs expériences d’étudiants. Promouvoir le bilinguisme officiel et la francophonie locale, provinciale et nationale tout en renforçant ses politiques d’internationalisation du campus et du curriculum et assurer l’harmonie et l’équilibre entre ces deux engagements représentent l’un des objectifs principaux de cette institution, à tel point que cela avait été identifié comme l’un des quatre grands enjeux des plans d’action de l’université pour 2020 et 2030 (Université d’Ottawa, 2017b, 2017a, 2019). Dans ce contexte, de nombreuses questions se posent sur les politiques et la planification de l’université, mais également en ce qui concerne l’expérience des étudiants, en particulier pour les étudiants internationaux confrontés à des problèmes sociolinguistiques dans un contexte institutionnel où leur cas spécifique n’est pas forcément pris en compte, ou même bien connu. Cette dernière question est au cœur de cette étude de cas exploratoire, qualitative et interprétative, laquelle a pour objet d’ouvrir des pistes pour repenser la position et le rôle des étudiants étrangers dans un contexte universitaire bi-/plurilingue. Au moyen du protocole de trois entretiens individuels par temps forts (Seidman, 2013), cette recherche a permis de donner la parole à une population d’étudiants invisibilisée et de mettre en lumière les écarts entre les objectifs de l’université vis-à-vis de l’internationalisation et de la francophonie et la réalité d’étudiants plurilingues venus étudier en français, langue qui représente pour eux une de leurs langues secondes. Cette recherche met également en exergue le risque de biais conceptuel entre des conceptions canadiennes, voire occidentales, de l’identité liée à la langue et du bilinguisme, et la réalité de personnes issues d’autres contextes sociolinguistiques.
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Jenkins, Matthew Francis. "Official statistic-making as a social practice : the UK 'Measuring National Well-being' programme." Thesis, University of Newcastle upon Tyne, 2016. http://hdl.handle.net/10443/3210.

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The thesis examines the construction of official statistics using the qualitative case study of the UK Office for National Statistics' 'Measuring National Well-being' programme. Its major original contribution is to critically engage with the making of official statistics, theorising their construction as a social process. This provides novel ways of explaining the form and content of official statistics. It also furthers debates on 'wellbeing' through an examination of the concept's theoretical and institutional history. The research argues that official statistic-making is an activity conducted by actors with agency. This agency is not taken into account by existing accounts of the nature of official statistics, which are more abstract and which do not engage with the statisticmaking process. It is argued that attention to the social processes of official statisticmaking make a fuller understanding of the form and content of statistics possible. This argument is supported by an examination of the 'Measuring National Well-being' programme. The institutional and theoretical context for this programme presents a number of challenges to existing accounts, highlighting the need for agential action. This context is explored through semi-structured interviews with those involved in the creation of the programme, triangulated against secondary material such as meeting minutes produced by the Office for National Statistics and published statistical outputs. In the specific case of the 'Measuring National Well-being' programme, the research finds a high degree of autonomy for those constructing the programme. This freedom was used to position the programme within wider European and international statistical contexts, rather than domestic political ones. Despite being a programme in a new area of social research, the final content of the programme fitted within established ways of thinking partly as a result of path dependency created by the statisticians' preestablished ways of working. More generally, it is argued that approaching the construction of official statistics as a social process helps explain the form and content of the statistic. The research demonstrates that it is possible to trace linkages between the features of the final statistic and social interactions which gave rise to them. It is argued that this is applicable beyond the case study used and beyond statistic-making in the UK.
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Piek, Stephanie Helena. "Factors contributing to the low morale of officials in the Department of Correctional Services an Employee Assistance Programme perspective /." Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-11192008-171203.

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Books on the topic "Programmes officiels"

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Pliya, Jean. L'histoire de mon pays, le Bénin: Conforme aux programmes officiels : cours élémentaire. 3rd ed. Cotonou, Bénin: Libr. Notre-Dame, 1992.

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Festival, Glasgow International Jazz. Free official programme. Glasgow: the Festival, 1990.

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Royal Scottish Pipe Band Association. Northern Ireland Branch. Officials and programme of events. [s.l.]: [R.S.P.B.A. (N.I.B.)], 1993.

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Ruffiat, Eric. Métapsychologie: Programme officiel des instituts freudiens. Nîmes: Oedipia, 2009.

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Ruffiat, Eric. Métapsychologie: Programme officiel des instituts freudiens. Nîmes: Oedipia, 2009.

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The official "Gladiators" training programme. London: Vermilion, 1995.

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Canada. Affaires étrangères Canada. Direction de la vérification. Vérification du Programme des langues officielles. [Ottawa, Ont: Affaires étrangères Canada, Direction de la vérification], 2006.

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All Africa Games (4th 1987 Nairobi, Kenya). Official programme, August 1-12, 1987. [Nairobi?: s.n., 1987.

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London Film Festival. (1992 National Film Theatre, South Bank). 36th London Film Festival: Official programme. London: The Festival, 1992.

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Aḥmad, Nāṣir. Internal assessment of training programmes of PARD & NIPA. Peshawar: Pakistan Academy for Rural Development, 1988.

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Book chapters on the topic "Programmes officiels"

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Thanh, Nguyen Khac. "Official Development Assistance (ODA) Programme." In Sectoral Analysis of Trade, Investment and Business in Vietnam, 191–201. London: Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1007/978-1-349-14626-0_20.

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Ansari, P. A. "Exploring the issues and challenges among (interstate) migrant workers and government officials: A study of Kochi, Kerala." In Social Welfare Policies and Programmes in South Asia, 132–46. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge India, 2019. http://dx.doi.org/10.4324/9780429323041-9.

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Palanithurai, Ganapathy. "Other Official / Governmental Programmes: Government Initiatives for Preparing Youth for the World of Work." In India: Preparation for the World of Work, 141–68. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-08502-5_8.

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Casey, Éamonn, and Helen O’Neill. "Irish Development NGOs and the Official Aid Programme of Ireland: A ‘Special’ Relationship?" In Private Development Aid in Europe, 108–72. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137009777_5.

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Jenkins, Matt. "The Politics of the Official Statistic: The UK ‘Measuring National Well-Being’ Programme." In The Politics of Wellbeing, 279–99. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-58394-5_12.

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Verney, Susannah, and Dimitris Katsikas. "Eurozone Crisis Management and the Growth of Opposition to European Integration." In Financial Crisis Management and Democracy, 251–64. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54895-7_16.

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AbstractThe crisis that started in Greece in 2010 gradually spread to other Eurozone member states. Things were worse for the crisis-hit countries of the Eurozone periphery, some of which implemented harsh adjustment programmes in the context of financial assistance agreements, while others adopted similar policies even though they had not officially entered a bailout agreement (e.g. Spain and to a lesser degree Italy). In this environment of deteriorating material conditions, Euroscepticism reached new heights. This chapter examines the impact of the crisis, and the way it was handled, on regionalism in Europe, through its effects on Euroscepticism. The authors compare Eurobarometer data from European Union (EU) member states, in order to develop a comparative outlook on attitudes towards European integration during the crisis. The analysis employs data at discreet time intervals, in order to capture the evolution of attitudes from the pre-crisis environment in 2008, to the peak of the crisis in 2012, its gradual resolution in 2016 and its official ending (with the exit of Greece from its third bailout programme) in 2018. This analysis is complemented by an overview of the political developments in crisis-hit countries with the objective of documenting and analysing the emergence and, in some cases, dominance of Eurosceptic parties. The objective is to present a comprehensive overview of political developments and the public attitudes that shaped them, vis a vis the EU, during the crisis and offer a tentative conclusion on their impact on the European integration process.
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"Programme officiel du congrès." In Actes du Xe congrès international d’épigraphie grecque et latine, 10–12. Éditions de la Sorbonne, 1997. http://dx.doi.org/10.4000/books.psorbonne.23929.

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"Le programme d’études officiel." In Newton en images, 36. EDP Sciences, 2020. http://dx.doi.org/10.1051/978-2-7598-2182-2-030.

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"Le programme d’études officiel." In Newton en images, 36. EDP Sciences, 2020. http://dx.doi.org/10.1051/978-2-7598-2182-2.c030.

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Murray, Peter, and Maria Feeney. "Social research and state planning." In Church, State and Social Science in Ireland. Manchester University Press, 2016. http://dx.doi.org/10.7228/manchester/9781526100788.003.0006.

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Chapter 6 examines the relationship between the programming state and social research. Initial crisis conditions had enabled increased social spending to be left off the government programmers’ agenda. The changed politics of increasing prosperity, as well as their own expanding ambitions, meant that this could no longer be sustained during the 1960s. Ireland’s social security provision became an object of both political debate and social scientific analysis in this period. The official response to this ferment was a Social Development Programme to which the ESRI was initially seen as a vital provider of inputs. During the 1960s a Save the West movement challenged both programmers and governing politicians. The official response to this challenge involved new structures for rural development with which the social sciences interacted as well as expanded social welfare provision to a class of smallholders whose resilience would later become an object of significant sociological study. As the 1960s proceeded, however, Irish state plans and programmes had to contend with an increasingly difficult external environment with which they ultimately failed to cope.
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Conference papers on the topic "Programmes officiels"

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Dutertre, Gilbert. "Générique officiel d'imagina 96." In ACM SIGGRAPH 96 Visual Proceedings: The art and interdisciplinary programs of SIGGRAPH '96. New York, New York, USA: ACM Press, 1996. http://dx.doi.org/10.1145/253607.253991.

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Coy Fuster, Pilar, Sebastian Canovas, Ann Van Soom, Nicola Bernabo, Patrick Lonergan, and Karl Schellander. "European Joint Doctorates: myth or reality?" In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11209.

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Today, there is a lack of consensus for the full implementation of common programmes recognizing the “highest” level of higher education in Europe. Even though cotuttelle agreements are widely used for international joint supervision of PhD theses, these are merely bilateral and individual case-based agreements, far away from a real joint degree under a legal framework that establishes the programme. This article aims to describe the experience of the authors in the management and coordination of a joint doctoral programme between 2015 and 2019 and the results obtained from the interrogation of official websites about the reality in Europe concerning such programmes. Our conclusion is that, still in the 21st century, there is a huge gap to be overcome before the existence of Joint International/European Doctorates can be considered an everyday reality. Although various attempts have been made in the last 20 years, there is still a long way to go for Higher Education institutions to integrate all aspects of such programmes, and to make them something more and different than an additional Diploma Supplement. In the authors´ opinion, major efforts must be made by the administrative bodies, although the drive of the academic staff is crucial for success.
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Albuquerque, Regina, Andreia Malucelli, and Sheila Reinehr. "Software Process Improvement Programs: What happens after official appraisal?" In The 30th International Conference on Software Engineering and Knowledge Engineering. KSI Research Inc. and Knowledge Systems Institute Graduate School, 2018. http://dx.doi.org/10.18293/seke2018-186.

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Heinz, Manuela, Mary Fleming, Pauline Logue, and Joseph McNamara. "Collaborative learning, role play and case study: Pedagogical pathways to professionalism and ethics in school placement." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.26.

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Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral duty of care to students (DES, 2017). Moreover, they can be regarded as moral ‘role models’ (Bergen, 2006; Lumpkin, 2013). Professional codes of practice assist teachers in their moral agency (Alberta Teachers’ Association, 2004; CDET, 2017; DfE, 2011; Education Council, 2017; Teaching Council, 2012; 2016; World Class Teachers, 2017). In conjunction with official codes of conduct, TE ethics programmes contribute to the development of “a moral language” and raise awareness of moral agency in teaching (Shapira-Lishchinsky, 2010). In 2014 the National University of Ireland, Galway (NUIG) and the Galway-Mayo Institute of Technology (GMIT) jointly developed a cross-institutional training programme entitled ‘The Ethical Teacher Programme’, designed to facilitate student teachers to reflect upon professionalism and ethics during School Placement. The programme incorporated both a study of the Teaching Council Code of Professional Conduct for Teachers (Code) (2012) and explorations of selected ethical ‘case studies’ in teaching, using collaborative learning (CL) and role play strategies. The ‘ethical dilemma’ approach employed mirrored literature studies (Colenerud, 1997; Husu & Tiri, 2003; Klassen, 2002). Unique to the approach, however, was the method of application of selected classical and contemporary ethical philosophies to moral dilemmas in teaching. The programme was designed to include a one-hour introductory lecture on professionalism and ethics (from the perspectives of moral literacy and ethical theory) followed by a two-hour applied workshop. The workshop employed student-centred, active teaching and learning methods, specifically, collaborative learning, role play and case study analysis. Six ethical philosophical principles (or ‘lenses’) were integrated into programme delivery - teleology, deontology, virtue ethics, justice ethics, care ethics and relationality ethics. These lenses were applied to real-world teaching case studies. One cohort to which this training programme is offered annually is the student teachers on the Professional Master of Education (PME) programme in NUIG. The PME cohort (2015-2016) is the focus of the present study. The study sought a critical reflection on, and evaluation of, this training programme, from a student perspective. This study is phase one of a larger on-going study.
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Kusuma, Mutiara Tirta Prabandari Lintang. "Understanding the Contextual Idiosyncrasies of Stunting Prevention Program at District and Village Levels in Indonesia Using the Ecological Approach." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.34.

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ABSTRACT Background: Despite rapid economic growth, stunting affects one third of the child­ren under five population in Indonesia. The Government of Indonesia (GoI) realizing the problem, established the National Strategy to Accelerate Stunting Prevention as a national priority program for 2017 to 2021. The GoI plans to maximize the use of resources, policies, and programs that encompasses nutrition-specific and sensitive interventions directed to the first 100 days of life. This study aimed to explore the extent of program planning, budgeting, and implementation related to stunting prevention at district and village level as well as to understand the challenges presented to converge intervention. Subjects and Method: A case study with ecological approach was conducted in 10 villages from five districts in Indonesia. The study method included focus group discussions with 70 district officials and 100 village representatives, interviews with 12 key informants from district planning agency, document analysis, and reflective journaling. The data were reported descriptively. Results: Most head districts, officials from relevant departments and village leaders committed to stunting prevention following the vice president decree of stunting as a national priority. As a result, programs and budget were in place and local initiatives to prevent stunting were on the rise. Despite the commitment, many expressed ambivalences and disregarded the issue as a mere short stature (genetic variation). Thus, problems related to efficiency, coverage, and sustainability persists as maintaining motivation among staffs were difficult. In some settings, the situation was exacerbated by factors such as high financial dependency, misconception, and poor gender relation. Conclusion: The policy and programs to control stunting among children in Indonesia are in place. However, challenges occur due to the complexity in governance system as well as lack of political will. Better communication and cooperation are essential for well implemented policies. Keywords: stunting, ecological approach, case study, nutrition intervention, nutrition policy Correspondence: Mutiara Tirta Prabandari Lintang Kusuma. Department of Health Nutrition, Faculty of Medicine, Nursing, and Public Health, Universitas Gadjah Mada, Indonesia. Jl. Farmako, Sekip Utara Yogyakarta 55281. Email: mutiara.tirta@gmail.com. Mobile: +62­8­139880­320 DOI: https://doi.org/10.26911/the7thicph.04.34
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Pokazannik, Е. V. "“DON VALLEY” WINE-MAKING CLUSTER AS AN ENOGASTROTOURISM DEVELOPMENT SITE: SOCIO-CULTURAL COMPONENT." In STATE AND DEVELOPMENT PROSPECTS OF AGRIBUSINESS. DSTU-PRINT, 2020. http://dx.doi.org/10.23947/interagro.2020.1.229-233.

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“Don Valley” is more than a historic or geographic location, - it is an official name of a wine-making area, proposed by Rostov Region administration for consolidation of local wine-makers under the single mega-brand. Specialized regional cluster “Don Valley” is “an association of leading scientific, educational, industrial, engineering and innovative organizations and enterprises of the Rostov region, operating in the following areas: wine-making, manufacturing of components for wineries, scientific-research and educational programmes, development of retail infrastructure, promotion of wine-tasting and gastronomic tourism, and viniculture”3. The creators of the cluster official web-site declare “Made on the Don” brand communication as their primary goal, along with promotion of wine in the region. The article reviews the specifics of Don region from a standpoint of its attractiveness as a tourist destination. The mandatory components are named that together with the enogastronomic sphere can contribute to the growth of demand for tourist routes of various content and duration. The key role of cultural and historic component in successful promotion of the Don winemaking in the tourism market is emphasized. It is noted that enogastrotourism can be developed successfully in Don region through socio-cultural project management based on the thorough analysis of specifics of the region as a whole and its individual components affecting the marketing and advertising solutions.
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Harmoni, Ati. "Official Website as a Means of Stakeholder Dialogue on Corporate Social Responsibility." In International Conference on Eurasian Economies. Eurasian Economists Association, 2012. http://dx.doi.org/10.36880/c03.00470.

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As part of the fulfillment of CSR, companies are expected to engage with its stakeholders through an activity called stakeholder dialogue. Stakeholders can demonstrate an interest and influence to the company through direct pressure or through the dissemination of information, acting formally or informally, individually or collectively. The dynamics of the relationship between companies and stakeholders, particularly through the Internet are becoming increasingly attractive because, on one side, the growing demand for transparency in the company - including transparency in CSR programs and activities - and advances in communications technology and information on the other side. This paper will review whether the company's official website allows the dialogue between companies and stakeholders, in particular about CSR. Considering the number of stakeholders who have different interest to the company then the company should provide information and appropriate means of communication for each stakeholder group. A survey conducted on the company website to analyse the facilities provided by the company on its website which is intended to CSR communication and dialogue with stakeholders. The companies selected for this study were public company listed on Indonesia Stock Exchange and included in Bisnis-27 index and must have an accessable official website. The study was conducted by observing information about CSR presented on the web and the used of web interactivity features. The results indicate that the company has tried to show information about the CSR on the website but not yet fully take advantage of the interactivity features to establish a dialogue with stakeholders.
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McKinney, James, and Melanie Brownridge. "NDA Generic Research Programme for Higher Activity Waste Management Issues." In ASME 2009 12th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2009. http://dx.doi.org/10.1115/icem2009-16390.

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NDA has a responsibility to ensure decommissioning activities are sufficiently technically underpinned and appropriate Research and Development (R&D) is carried out. The NDA funds research and development (R&D) indirectly via the Site Licence Companies (SLCs) or directly. The main component of directly funded R&D is the NDA Direct Research Portfolio (DRP). The DRP is split into four framework areas: • University Interactions; • Waste Processing; • Material Characterisation; • Actinide and Strategic Nuclear Materials. These four framework areas were competed through an Official Journal of European Union (OJEU) process in 2008. Although all four areas involve waste management, Waste Processing and Material Characterisation specifically deal with Higher Activity Waste (HAW) waste management issues. The Waste Processing area was awarded to three groups: (i) National Nuclear Laboratory (NNL), (ii) Consortium led by Hyder Consulting Ltd, and (iii) Consortium led by UKAEA Ltd. The Material Characterisation area was awarded to three groups: (i) NNL, (ii) Serco, and (iii) Consortium led by UKAEA Ltd. The initial work in Waste Processing and Material Characterisation was centred on establishing a forward research programme to address the generic needs of the UK civil nuclear industry and the NDA strategic drivers for waste management and land quality. This has been achieved by the four main framework contractors from the Waste Processing and Materials Characterisation areas working together with the NDA to identify the key research themes and begin the development of the NDA’s HAW Management Research Programme. The process also involves active engagement with both industry and regulators via the Nuclear Waste Research Forum (NWRF). The NDA’s HAW Management Research Programme includes a number of themes: • Optimisation of Interim Store Operation & Design; • Alternative Waste Encapsulants; • Waste Package Integrity; • Alternative Waste treatment methods; • Alternative storage and disposal options; • Integrated waste management solutions; • Materials characterisation. The NDA, with additional support from its framework contractors and the Nuclear Waste Research Forum, is now developing a more detailed scope for each research theme and prioritising the research projects to ensure alignment with its strategic development programme.
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Ramette, Philippe, and Jean Christophe Corde. "Aircraft Engine Integration for the M88-RAFALE Couple." In ASME 1992 International Gas Turbine and Aeroengine Congress and Exposition. American Society of Mechanical Engineers, 1992. http://dx.doi.org/10.1115/92-gt-403.

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As all other comparable programs, the couple RAFALE-M88 has to be a fully optimized multirole weapon system with the highest level of integration; a key factor for that purpose is the very good prebuilt integration of the engine within the aircraft. After a short description of the main historical milestones of the aircraft and engine programs development and integration, the paper will first summarize the rigourous procedures which are used by aircraft and engine manufacturers, official services and future Air Force and Navy users. Then, the paper will detail the main points where aircraft engine integration as to be lead precisely and carefully; these points are: -at first, the electronical links which are establised between the aircraft and the engine, due to the high complexity of flight softwares who have to work and talk with each others; -secondly, the aerodynamical subjects, including air intake and exhaust nozzle installation; -thirdly, the mechanical integration (geometry, mechanical behaviour, …); -then all kinds of fluid circuits or equiments.
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Alfaro-Pozo, Rocío, María Ávila-Rondón, and Juan Morillo Bentué. "BUSINESS SCHOOL ACCREDITATIONS: COMPATIBILITY BETWEEN OFFICIAL PROGRAMS IN THE SPANISH UNIVERSITY SYSTEM AND THE ACCREDITATION OF THE ASSOCIATION OF MBAS (AMBA)." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1967.

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Reports on the topic "Programmes officiels"

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Baxter, Shannon, and Russ Keller. Development of Hydrogen Education Programs for Government Officials. Office of Scientific and Technical Information (OSTI), March 2016. http://dx.doi.org/10.2172/1252199.

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2

ROJAS, H. The role of private veterinarians in Official Veterinary Service programmes: mechanisms for interaction, accreditation and quality control in a globalised world. O.I.E (World Organisation for Animal Health), 2018. http://dx.doi.org/10.20506/tt.2932.

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3

Yunus, Raudah Mohd, Pauline Oosterhoff, Charity Jensen, Nicola Pocock, and Francis Somerwell. Modern Slavery Prevention and Responses in Myanmar: An Evidence Map. Institute of Development Studies (IDS), November 2020. http://dx.doi.org/10.19088/clarissa.2020.002.

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This Emerging Evidence Report describes the availability of evidence on modern slavery interventions in Myanmar presented in the programme's interactive Evidence Map. This report on Myanmar uses the same methodology and complements the evidence map on interventions to tackle trafficking, child and forced labour in South Asia for Nepal, India, Pakistan, and Bangladesh. The Evidence Map provides an outline of where evidence is concentrated and where it is missing by mapping out existing and ongoing impact evaluations and observational studies exploring different types of modern slavery interventions and outcomes for specific target populations (survivors, employers, landlords, service providers, criminal justice officials) and at different levels (individual, community, state). It also identifies key ‘gaps’ in evidence. Both the Evidence Map and this report foremost target the UK Foreign, Commonwealth & Development Office (FCDO) and its partners in the CLARISSA research programme to support evidence-informed policymaking on innovations to reduce the worst forms of child labour. We hope that it is also useful to academics and practitioners working to address modern slavery, or in the intervention areas and locations described.
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van den Boogaard, Vanessa, Wilson Prichard, Rachel Beach, and Fariya Mohiuddin. Strengthening Tax-Accountability Links: Fiscal Transparency and Taxpayer Engagement in Ghana and Sierra Leone. Institute of Development Studies, November 2020. http://dx.doi.org/10.19088/ictd.2020.002.

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There is increasingly strong evidence that taxation can contribute to expanded government responsiveness and accountability. However, such positive connections are not guaranteed. Rather, they are shaped by the political and economic context and specific policies adopted by governments and civil society actors. Without an environment that enables tax bargaining, there is a risk that taxation will amount to little more than forceful extraction. We consider how such enabling environments may be fostered through two mixed methods case studies of tax transparency and taxpayer engagement in Sierra Leone and Ghana. We highlight two key sets of findings. First, tax transparency is only meaningful if it is accessible and easily understood by taxpayers and relates to their everyday experiences and priorities. In particular, we find that taxpayers do not just want basic information about tax obligations or aggregate revenue collected, but information about how much revenue should have been collected and how revenues were spent. At the same time, taxpayers do not want information to be shared with them through a one-way form of communication, but rather want to have spaces for dialogue and interaction with tax and government officials, including through public meetings and radio call-in programmes. Second, strategies to encourage taxpayer engagement are more likely to be effective where forums for engagement are perceived by taxpayers to be safe, secure, and sincere means through which to engage with government officials. This has been most successful where governments have visibly demonstrated responsiveness to citizen concerns, even on a small scale, while partnering with civil society to foster trust, dialogue and expanded knowledge. These findings have significant implications for how governments design taxpayer education and engagement programmes and how civil society actors and development partners can support more equitable and accountable tax systems. Our findings provide concrete lessons for how governments can ensure that information shared with taxpayers is meaningful and accessible. Moreover, we show that civil society actors can play important roles as translators of tax information, enablers of public forums and dialogues around tax issues, and trainers of taxpayers, supporting greater tax literacy and sustained citizen engagement.
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Norsworthy, Sarah, Rebecca Shute, Crystal M. Daye, and Paige Presler-Jur. National Institute of Justice’s Forensic Technology Center of Excellence 2019 National Opioid and Emerging Drug Threats Policy and Practice Forum. Edited by Jeri D. Ropero-Miller and Hope Smiley-McDonald. RTI Press, July 2020. http://dx.doi.org/10.3768/rtipress.2020.cp.0011.2007.

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The National Institute of Justice (NIJ) and its Forensic Technology Center of Excellence (FTCoE) hosted the National Opioid and Emerging Drug Threats Policy and Practice Forum on July 18–19, 2019, in Washington, DC. The forum explored ways in which government agencies and programs, law enforcement officials, forensic laboratory personnel, medical examiners and coroners, researchers, and other experts can cooperate to respond to problems associated with drug abuse and misuse. Panelists from these stakeholder groups discussed ways to address concerns such as rapidly expanding crime laboratory caseloads; workforce shortages and resiliency programs; analytical challenges associated with fentanyl analogs and drug mixtures; laboratory quality control; surveillance systems to inform response; and policy related to stakeholder, research, and resource constraints. The NIJ Policy and Practice Forum built off the momentum of previous stakeholder meetings convened by NIJ and other agencies to discuss the consequences of this national epidemic, including the impact it has had on public safety, public health, and the criminal justice response. The forum discussed topics at a policy level and addressed best practices used across the forensic community.
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Kaye, Tom, Caspar Groeneveld, Caitlin Moss, and Björn Haßler. Nepal “Ask me anything” Session: Responses to audience questions. EdTech Hub, May 2020. http://dx.doi.org/10.53832/edtechhub.0014.

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On Thursday, 30 April 2020, the EdTech Hub participated in an “Ask me anything” session for policy-makers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the COVID-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal). The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the COVID-19 pandemic, presented by the World Bank EduTech team and the EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal. This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions.
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Muralidharan, Karthik, and Abhijeet Singh. Improving Public Sector Management at Scale? Experimental Evidence on School Governance in India. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/056.

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We present results from a large-scale experimental evaluation of an ambitious attempt to improve management quality in Indian schools (implemented in 1,774 randomly-selected schools). The intervention featured several global “best practices” including comprehensive assessments, detailed school ratings, and customized school improvement plans. It did not, however, change accountability or incentives. We find that the assessments were near-universally completed, and that the ratings were informative, but the intervention had no impact on either school functioning or student outcomes. Yet, the program was perceived to be successful and scaled up to cover over 600,000 schools nationally. We find using a matched-pair design that the scaled-up program continued to be ineffective at improving student learning in the state we study. We also conduct detailed qualitative interviews with frontline officials and find that the main impact of the program on the ground was to increase required reporting and paperwork. Our results illustrate how ostensibly well-designed programs, that appear effective based on administrative measures of compliance, may be ineffective in practice.
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Sriraj, P. S., Bo Zou, Lise Dirks, Nahid Parvez Farazi, Elliott Lewis, and Jean Paul Manzanarez. Maritime Freight Data Collection Systems and Database to Support Performance Measures and Market Analyses. Illinois Center for Transportation, December 2020. http://dx.doi.org/10.36501/0197-9191/20-021.

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The Illinois Marine Transportation System (IMTS) is a key component of the nation’s inland waterway system. IMTS is comprised of 27 locks and dams, 19 port districts, more than 350 active terminals, and 1,118 miles of navigable inland waterways traversing along the borderline or within the state of Illinois. However, the infrastructure of IMTS is aging and its conditions are deteriorating. To monitor the performance of IMTS and guide infrastructure investment to enhance safety, efficiency, and reliability of the system, a comprehensive performance measurement program is needed. To this end, the objective of this project is to create an integrated, comprehensive, and maintainable database that facilitates performance measurement of maritime freight to, from, and through Illinois. To achieve this objective, a review of the literature on maritime freight transportation both in the United States and abroad was performed. To gauge practitioners’ points of view, a series of phone interviews and online surveys of Illinois’ neighboring state DOT officials, officials from the US Army Corps of Engineers, Illinois port district authorities, and carriers operating in Illinois was also conducted. With the findings from the literature review and an understanding of state DOT practices, the needed and available data sources for a maritime freight performance measurement program were identified. Building on all the above efforts, a first-of-its-kind PM database for IMTS was designed and developed, along with a detailed user manual, ready for IDOT’s immediate use and future updates. In addition, opportunities for IDOT to use the database to conduct analysis are discussed. Key programmatic recommendations that outline the role of IDOT as a champion and as a facilitator are further included. The outcome of this project will help IDOT gain much-needed knowledge of and develop programs to improve IMTS performance, increase multimodal transportation network capacity, and expand the transportation and logistics sector of the state, which ultimately benefit the people and economy of Illinois.
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9

Anderson, Lowell A., Neal Black, Thomas J. Hagerty, John P. Kluge, and Paul L. Sundberg. Pseudorabies (Aujeszky’s Disease) and Its Eradication: A Review of the U.S. Experience. U.S. Department of Agriculture, Animal and Plant Health Inspection Service, October 2008. http://dx.doi.org/10.32747/2008.7207242.aphis.

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This report has been written to serve as a history of the U.S. Aujeszky’s Disease (Pseudorabies) Eradication Program and as a guide when future disease eradication programs are considered. The report provides an overview of the program and its history and is generally nontechnical, with specific sections written by subject matter experts. The information was compiled during 2007, three years after the last four States qualified for Stage V (Free) Status. This eradication effort was formally initiated in 1989. The contents of this report include a variety of information that represents the viewpoints of individuals participating in the eradication effort. To introduce the challenge of pseudorabies (PRV), the report covers characteristics of the virus and the history of the disease in the United States, followed by the emergence of virulent strains in the 1970s that coincided with management changes in the swine industry. The report also discusses early attempts at PRV control, vaccines, and diagnostic tools, and then reviews various pilot projects, individual State experiences, and national debate on the pros and cons of eradication versus control. In addition, the report offers details on the evolution and acceptance of a national eradication program, including debate among industry and State/Federal officials, funding, testing protocols, cleanup plans, and the development of gene-deleted vaccines and their complementary tests. The ongoing threat of reintroduction from feral swine and emergency response plans are also included. Lastly, the technical coordinators have included a chapter on lessons learned from our various viewpoints on the eradication effort.
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10

Lederman, Jaimee, Peter Haas, Stephanie Kellogg, Martin Wachs, and Asha Weinstein Agrawal. Do Equity and Accountability Get Lost in LOSTs? An Analysis of Local Return Funding Provisions in California’s Local Option Sales Tax Measures for Transportation. Mineta Transportation Institute, February 2021. http://dx.doi.org/10.31979/mti.2021.1811.

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This study explores how local return provisions of local option sales taxes (LOSTs) for transportation are allocated and spent to meet local and regional transportation needs. Local return refers to the component of county LOST measures that provides funding directly to municipalities in the county to be used to meet local needs. Local return has become a fixture in LOSTs; 58 LOST measures placed on the ballot in California (as of 2019) that have included local return in their expenditure plan have an average of 35% of revenues dedicated to local return. Local return provisions in the ballot measures often contain guidelines on how a portion of the money should be spent. The allocation of local return funds to localities has rarely been discussed in research, and spending decisions have to our knowledge never been analyzed. This paper conducts a mixed-methods analysis of all LOSTs with local return, relying on ordinances and other public documents related to local return expenditures, and supplemented with interviews with officials in six counties. Findings indicate that local return provisions are crafted to balance the needs of the county across different dimensions, including trying to achieve equity between urban and rural residents, investment in different transportation modes, and meeting both local and regional policy needs. Moreover, significant accountability mechanisms provide regulations to ensure that funds are distributed to and spent by jurisdictions as promised by the measures. Overall, this research finds that local return is a vital part of LOST measures in California, allowing cities to meet local needs ranging from maintenance of local streets to funding for special programs, while simultaneously aligning local investment with regional priorities.
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