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Dervin, Fred, and Marjut Johansson. "Les études francophones en Finlande : entre francophonie liquide et solide ?" ALTERNATIVE FRANCOPHONE 1, no. 4 (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 (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 (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 (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 (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 (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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Gebert, Alain. "Le developpement de la pensee visuelle chez l’apprenant entendant dans un cours de LSF." MOARA – Revista Eletrônica do Programa de Pós-Graduação em Letras ISSN: 0104-0944 1, no. 45 (2016): 18. http://dx.doi.org/10.18542/moara.v1i45.3704.
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En France, les dispositifs de la loi de 2005 reconnaissent la Langue des signes française (LSF) comme une langue à part entière et statuent qu’elle « peut être choisie comme épreuve optionnelle aux examens et concours, y compris ceux de la formation professionnelle. ». Les programmes officiels d’enseignement de la LSF qui en sont issus visent non seulement les lycéens sourds, locuteurs de cette langue mais également les élèves entendants ayant des profils de grands débutants en LSF. De ce fait, la formation des enseignants de la LSF a été amenée à évoluer et à se renforcer, notamment dans le domaine des processus cognitifs. Il faut désormais proposer des séquences d’enseignement selon un plan pédagogique adapté à un public de débutants.Dans cette perspective, notre mémoire tutoré étudie le développement de la pensée visuelle chez l’apprenant entendant habitué à utiliser des langues vocales. L’acquisition par ce dernier d’une organisation visuelle de la pensée est un pré requis indispensable pour l’apprentissage de la LSF, langue quadridimensionne.MOTS-CLÉS : Apprentissage - LSF. Pensée visuelle. Débutants. Gestualité.. Structures de transferts.
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Gefroy, Véronique, and François Le Roux. "L'enseignement bilingue pour sourds en France vu sous l'angle de la didactique des langues." MOARA – Revista Eletrônica do Programa de Pós-Graduação em Letras ISSN: 0104-0944 1, no. 45 (2016): 173. http://dx.doi.org/10.18542/moara.v1i45.3720.
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En France, il existe un dispositif particulier d’enseignement dans lequel toutes les fonctions de l’école sont assurées et qui donne accès aux programmes nationaux officiels grâce à une autre langue que le français : ce sont les classes immersives en langue régionale. La même démarche peut être appliquée à la LSF. En effet, l’accès au français seul suppose une dépense cognitive considérable pour les enfants déficients auditifs, pour leur famille et même pour les enseignants.En faire une condition d’accès à l’écrit détourne le passage par l’école de ses fonctions essentielles : la transmission des connaissances, l'accompagnement métacognitif, la socialisation et la régulation des échanges, diverses activités langagières dont le travail métalinguistique indispensable à la lecture, etc. Dans cet article, nous nous proposons de regarder la scène scolaire avec l’éclairage de la didactique des langues, et de faire en sorte que la rééducation du français ne soit pas le seul projecteur allumé dans la scolarité des enfants sourds.Mot clés : enseignement bilingue, LSF, classes immersives, oralisme, langue d’enseignement, langue première, sourd, déficience auditive
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Baronnet, Bruno. "La Escuela Normal Indígena Intercultural Bilingüe “Jacinto Canek”. Movilización étnica y autonomía negada en Chiapas." Revista Trace, no. 53 (July 6, 2018): 100. http://dx.doi.org/10.22134/trace.53.2008.333.
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La experiencia conflictiva de la primera Escuela Normal destinada exclusivamente a jóvenes indígenas chiapanecos aporta una ilustración contundente de las contradicciones del discurso oficial federal y estatal respecto a la decisión de introducir y aplicar programas con enfoque intercultural en todos los niveles educativos y, en este caso, en la formación de los docentes bilingües. Las tensiones que atraviesan la consolidación del proyecto de este plantel inédito evidencian algunos de los problemas a los que se enfrentan los aspirantes al magisterio bilingüe y los pueblos indígenas para acceder a estudios superiores. Surgen complejas resistencias institucionales para la aplicación de programas alternativos que respondan a realidades y necesidades regionales, así como para permitir la autonomía organizacional de las formaciones de nivel superior y la participación de los pueblos indígenas en el diseño y el manejo de los programas y políticas de educación. El artículo ofrece un análisis sociopolítico de los mayores desafíos enfrentados por los normalistas indígenas sin deslindarles del contexto educativo nacional y regional en el cual se inscriben. Las estrategias de control estatal y federal sobre las nuevas Normales Indígenas se oponen a las prácticas de lucha de los municipios zapatistas por la autonomía pedagógica y administrativa de sus escuelas, en el respeto de los derechos de los pueblos indios a sus propios sistemas de educación que los poderes oficiales no están dispuestos a reconocer a nivel legal.Abstract: The conflictive experience of the first Normal School destined exclusively for indigenous young people of Chiapas offers a powerful illustration of the contradictions of the federal and state official discourse with regard to the decision to introduce and apply programs with intercultural focus at all educational levels and, in this case, in the training of bilingual teachers. The tensions that run through the consolidation of this project of native professors’ training demonstrate some of the problems facing those aspiring to become bilingual teachers, as well as indigenous peoples seeking access to higher studies. Complex institutional resistances impide the application of alternative programs that respond to regional realities and needs, and also obstruct the organizational autonomy of the higher level trainings and the participation of the indigenous peoples in the design and the management of educational programs and policies. The article offers a sociopolitical analysis of the major challenges faced by the indigenous schoolteachers without removing them from their national and regional educational context. The strategies of State and federal control over the new Indigenous Normal Schools are in opposition to the combative practices of the zapatistas municipalities for pedagogical and administrative autonomy of their schools, respecting the rights of Indian peoples to their own educational system that the official authorities are not prepared to recognize at the legal level.Résumé : L’expérience conflictuelle de la première École Normale destinée exclusivement à de jeunes indiens du Chiapas apporte une illustration radicale des contradictions des discours publics officiels par rapport à la décision d’introduire et d’appliquer des programmes avec une perspective interculturelle à tous les niveaux éducatifs et, dans le cas étudié ici, dans le domaine de la formation des maîtres d’école bilingue. Les tensions qui traversent la consolidation du projet de ce centre inédit d’études normales mettent en évidence certains problèmes auxquels s’affrontent les aspirants au professorat bilingue et les peuples indiens, pour accéder aux études supérieures. Des résistances institutionnelles complexes surgissent dans l’application de programmes alternatifs qui répondent aux réalités et aux exigences régionales, ce qui limite fortement l’autonomie des espaces de formation supérieure et la participation des peuples indiens dans la planification et la gestion des programmes et politiques d’une éducation. L’article propose une analyse sociopolitique des grands défis auxquels font face les étudiants et les professeurs indigènes de cette École Normale en tenant compte du contexte éducatif national et régional dans lequel ils s’inscrivent. Les stratégies de contrôle par l’État des nouvelles écoles normales indiennes s’opposent aux pratiques de lutte des municipalités zapatistes qui visent à renforcer l’autonomie pédagogique et administrative de leurs écoles, et cela malgré le fait que les pouvoirs officiels ne soient pas disposés à reconnaître légalement les droits des peuples indiens à établir leurs propres systèmes éducatifs.
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Chanut, Florence, Maurice Dongier, Lucie Legault, et al. "Étude pilote de l’entretien motivationnel chez des personnes condamnées pour conduite avec facultés affaiblies." Drogues, santé et société 6, no. 2 (2008): 83–115. http://dx.doi.org/10.7202/018041ar.
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Résumé Dans cette étude pilote contrôlée et randomisée (N = 51), nous avons examiné l’impact d’une intervention brève, l’entretien motivationnel (EM, Motivational Interviewing), comparée à une simple séance d’information comme condition contrôle, chez des personnes condamnées pour conduite avec facultés affaiblies. Les participants devaient avoir un diagnostic actif d’abus ou de dépendance à l’alcool et devaient être recrutés en dehors des programmes officiels de traitement pour conducteurs avec facultés affaiblies de façon à tester l’EM chez des individus qui n’étaient pas nécessairement prêts à changer. Nous avons évalué le pourcentage de jours de forte consommation d’alcool (≥ 6 consommations standards d’alcool par jour), les résultats à l’AUDIT et l’utilisation de services après trois et six mois de suivi. Les résultats indiquent que l’exposition à l’EM a entraîné une réduction significativement plus grande du nombre de jours à forte consommation d’alcool et du nombre de visites à des professionnels de la santé après six mois de suivi. L’ampleur des effets observés est comparable à celle que l’on peut retrouver dans d’autres études employant l’EM avec différentes populations ayant un problème d’alcool. Quoique préliminaires, ces résultats suggèrent que l’emploi de l’EM pourrait être avantageux, même chez des individus qui ne sont pas engagés dans un processus de réhabilitation. Une étude plus approfondie du potentiel de l’EM conduisant directement à une amélioration de la conduite en état d’ébriété est clairement justifiée.
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Gabarrot Arenas, Mariana. "Algunas contradicciones en la Política Social mexicana. Bienestar y combate a la pobreza." Revista Trace, no. 62 (July 16, 2018): 36. http://dx.doi.org/10.22134/trace.62.2012.457.
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La noción de que la Política Social en México está desarticulada, ha sido una constante durante las últimas dos décadas, tanto en la literatura académica como en el discurso de funcionarios públicos. Sin embargo, es importante entender este problema como el resultado de procesos más amplios de construcción del Estado y no como fallas aisladas de diseño de políticas públicas. Este articulo ilustra este desajuste, mostrando cómo en el país subsisten dos regímenes de bienestar, implementados desde el poder ejecutivo. El primero responde a la lógica universalista del Estado de Bienestar, modelo que prosperó en América Latina ligado a la Sustitución de Importaciones. El segundo responde a la lógica minimalista del Estado Neoliberal (representado en los programas focalizados de la Secretaría de Desarrollo Social). Para mostrar la coexistencia y falta de correspondencia entre ambos, se presenta un inventario de programas gubernamentales, basado en una revisión de documentos oficiales, sistematizándolos de acuerdo al régimen al que pertenecen.Abstract: The notion that social politic in Mexico is broken has been a constant in academic literature as in official public discourse for the last two decades. Nevertheless, it is important to understand this problem as the result of processes larger than the State’s construction and not only as isolated fails in public political plan. This article reveals this imbalance, showing how two regimes of welfare subsist in this country, implemented by the executive power. The first one responds to the universal logic of Welfare State, prosperous model in Latin America and bound to Import substitution. The second one responds to the minimalist logic of the Neoliberal State (represented in focus programs by the Social Development Secretariat). To show the coexistence and the lack of correspondence between both ways, an inventory of government programs revision is presented, based on of official documents, systematizing them according to their political regime.Résumé : La notion selon laquelle la politique sociale est désarticulée au Mexique a été une constante au cours des deux dernières décennies. Malgré tout, il est important de comprendre ce problème comme le résultat de processus plus amples qui vont au-delà de la construction d’un État et non pas de fautes isolées d’élaboration de politiques publiques. Cet article illustre ce désajustement, montrant comment subsistent dans ce pays deux régimes de prestation sociale mis en place par le pouvoir exécutif. Le premier répond à la logique universelle de l’État providence, modèle prospère en Amérique latine et lié à la politique de substitution à l’importation. Le deuxième répond à la logique minimaliste de l’État néolibéral (représenté par les programmes focalisés du Ministère de Développement Social). Pour démontrer la coexistence et le manque de correspondance entre les deux, un inventaire des programmes gouvernementaux est présenté, basé sur la révision de documents officiels, les classifiant selon leur régime d’appartenance.
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Sadiqui, Mina. "Classe de langue et compétence évaluative des enseignants : entre pratiques évaluatives et politique éducative." Voix Plurielles 11, no. 2 (2014): 154–62. http://dx.doi.org/10.26522/vp.v11i2.896.
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Toute réflexion sur les pratiques évaluatives impliquerait une interrogation sur le degré d’efficacité et d’efficience de l’acte pédagogique dans sa complexité et surtout dans sa finalité éducative. En effet, toute pratique enseignante devrait cibler des compétences, mettre en place des démarches et prendre en considération les programmes et les besoins du public ciblé sans toutefois oublier les contraintes matérielles et les imprévus d’un contexte donné et qui sont souvent difficiles à gérer.
Dans le cycle secondaire marocain (lycée); cycle foncièrement déterminant dans la préparation du cycle supérieur et du profil de tout futur citoyen ; une discipline qui acquiert une importance primordiale pour parachever les études supérieures et pour s’intégrer dans le monde professionnel, le français en l’occurrence ; a subit depuis 2002 plusieurs réformes. Les contenus des programmes de la classe de français au cycle secondaire qualifiant ont été révisés et de nouvelles démarches d’enseignement/apprentissage prescrites. Ces dernières devraient logiquement entrainer des pratiques évaluatives différentes de celles qui prédominaient auparavant.
La cohérence de tout acte éducatif dépendrait étroitement du degré de connexité ente l’enseignement, l’apprentissage et l’évaluation.
Dans cette contribution, nous essayerons de voir de prés les pratiques évaluatives relatives à l’enseignement/apprentissage du FLE au lycée après la réforme; et nous nous arrêterons sur les compétences évaluatives requises pour toute pratique enseignante en classe de langue après la réforme ; telles qu’elles sont esquissées dans les textes officiels et certaines «épreuves certificatives ».Nous nous interrogerons sur le degré de cohérence entre les démarches d’enseignement/apprentissage prescrites par la réforme et les pratiques évaluatives dominantes et nous nous arrêterons sur les principales « dérives » qui , selon nous, ne permettraient pas souvent l’instauration d’une nouvelle culture d’évaluation .
Dans une dernière partie nous esquisserons, en nous basant sur une approche didactique, quelques repères qui permettraient à tout enseignant ou futur enseignant de repenser les éléments organisateurs d’un dispositif d’évaluation ,et donc de construire une compétence évaluative en classe de langue, si on veut vraiment mettre en place une nouvelle politique éducative relative à l’enseignement/apprentissage des langues ,en l’occurrence celle du FLE au lycée au Maroc.
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Parron, S., S. Gentile, P. Enel, et al. "Éducation thérapeutique du patient : état des lieux des programmes en région Provence-Alpes-Côte d’Azur en 2008 avant la parution des textes officiels sur les autorisations de l’Agence régionale de santé." Revue d'Épidémiologie et de Santé Publique 61, no. 1 (2013): 57–65. http://dx.doi.org/10.1016/j.respe.2012.06.403.
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Graves, Norman. "Développements récents dans l’organisation de l’enseignement de la géographie en Grande-Bretagne." Cahiers de géographie du Québec 14, no. 31 (2005): 17–26. http://dx.doi.org/10.7202/020896ar.
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L'enseignement de la géographie en Grande-Bretagne a débuté beaucoup plus tardivement qu'en France et a pris son véritable essor après 1945. Ce retard est dû à la fois au manque de programmes officiels à tous les niveaux et à l'implantation tardive de la géographie dans les universités. Au niveau du primaire, la géographie n'est pas enseignée comme telle, mais à travers l'exploration du milieu physique et social environnant. Au secondaire, la géographie a acquis droit de cité et on enseigne essentiellement la géographie régionale dans les premières classes, la géographie générale étant perçue à travers les exemples régionaux. Paradoxalement, c'est au niveau des classes terminales que l'on introduit l'étude systématique de la géographie générale. Les examens sont contrôlés par 8 groupements d'universités et leur contenu est différent. Les méthodes d'enseignement sont très variées : la « méthode des découvertes » et l'enquête sur le terrain semblent recueillir la faveur de beaucoup de professeurs. Au supérieur, il est possible de préparer une licence spécialisée en géographie (trois ans) ou non spécialisée. Il est à remarquer que l'on sépare les spécialisations en géographie physique et humaine. Depuis 1965, la géographie quantitative prend un essor grandissant. Un peu moins de la moitié des étudiants se destine à l'enseignement. Ceux qui choisissent cette voie devront passer par les instituts pédagogiques ou les écoles normales. Ces instituts ont également une fonction de recherche en didactique de la géographie. L'enseignement de la géographie en Grande-Bretagne subit actuellement de profonds bouleversements en raison de l'introduction des méthodes quantitatives et des transformations dans les conceptions de l'enseignement.
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Boshoff, Pieter, and Herman Strydom. "EXPLORING PROGRAMMES TO SUPPORT POLICE OFFICIALS EXPOSED TO TRAUMA." Southern African Journal of Social Work and Social Development 27, no. 1 (2015): 89–117. http://dx.doi.org/10.25159/2415-5829/779.
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As a result of the critical nature of police officers' work, it is of utmost importance that they have direct access to support. The efficacy of the present trauma intervention programmes in the South African Police Service (SAPS) is questioned, because despite the implementation of trauma intervention programmes, police officials still present high levels of acute and behavioural problems. A literature overview of proposed international trauma intervention approaches concentrating on both the psychological, behavioural and social factors affecting police officers exposed to trauma, as well as those models implemented by SAPS are discussed. The objective of this article is to critically appraise existing trauma intervention approaches to better understand, compare and extrapolate key elements of these approaches, and to reconfigure them into a comprehensive holistic psychosocial therapeutic trauma intervention programme for use among the police in South Africa. It was found that the cognitive behavioural therapy model (CBT), prolonged exposure (PE) and the eco-systemic perspective, which was specifically developed for social work, dispose some of the best elements to be reconfigured into a holistic psycho-social trauma intervention programme.
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Edoko, Tonna, D., Chigbo D. Ngige, and Ikechukwu M. Okoli. "Government Antipoverty Programmes and Small and Medium Enterprises Performance in Nigeria." European Scientific Journal, ESJ 13, no. 19 (2017): 371. http://dx.doi.org/10.19044/esj.2017.v13n19p371.
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Over the years the Nigerian government has come up with a number of antipoverty programmes aimed at fighting poverty by financing her growth induced sector- SMEs, yet, the country is still witnessing rising levels of poverty, corruption, unemployment, low human capital development, inadequate commercial bank credit, high lending rate and low standard of education, thus, affecting the performance of small scale enterprises. In other to address the conundrum, this study examines the effect of government antipoverty programmes on small and medium enterprises’ performance in Nigeria using econometric regression model of the Ordinary Least Square (OLS). From the regression analysis, the result showed that government antipoverty programmes, corruption, unemployment, human capital development, capital, lending rate and education conformed to the a priori expectations of the study and were statistically significant in explaining the SMEs’ performance in Nigeria. The study recommends that: In order to enhance the success of government antipoverty programmes in Nigeria, the programme should be implemented through the local government on the platform of cooperative societies so that the target population will benefit from it. A blueprint for handling corrupt officials should be embedded in the policy framework of the programme before implementation. The programme should be targeted at unemployed youths with real identity rather than sinking back the funds into the pockets of corrupt officials. Every intending beneficiary should be subjected to training/skill acquisition programme and occasional workshop in the line of trade he/she wants to venture into. Adequate funding at a good lending rate should be provided for any beneficiary of the programme in order to enhance the performance of the business in Nigeria.
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Rigg, Khary K., and Kimberly M. Menendez. "Drug prevention programmes in schools: Selecting programme providers." Health Education Journal 77, no. 5 (2018): 586–97. http://dx.doi.org/10.1177/0017896918763454.
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Schools are an important venue for implementing drug prevention programmes. School-based programmes have been shown to be an efficacious and cost-effective method of reducing substance use disorders among youth. There exists lack of consensus, however, regarding who makes the most effective programme providers. Drug prevention programmes are led by a wide variety of people, including classroom teachers, mental health professionals and the police. Few studies specifically examine the relative effectiveness of different facilitators and existing results are mixed. This has made it difficult to determine empirically which group makes the most effective programme providers. The purpose of this paper, therefore, is to present information that can be used by school officials, educators and policymakers to inform choices regarding who should implement drug prevention programmes in schools. The paper will include a brief introduction to universal classroom-based drug prevention in the USA and an overview of the role of facilitator. A discussion of the practical implications and relative (dis)advantages of using persons from three commonly used provider types (classroom teachers, mental health professionals and the police) is also provided. The paper concludes with a brief summary of programme provider issues in an international context. The information presented in this paper provides important insights for schools as they attempt to select the most appropriate programme providers for their specific communities.
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Akinola, Olabanji. "Social Protection of the Poor in Africa." Potentia: Journal of International Affairs 4 (October 1, 2012): 89–94. http://dx.doi.org/10.18192/potentia.v4i0.4397.
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Conditional cash Transfers (CCTS) in the past decade have become attractive as social protection programmes for reducing chronic poverty and vulnerabilities in poor African households. however, the adoption of CCTS in african countries overlooks and neglects the individual and different programme contexts required for successful implementation of the programmes. This negligence can impede the achievement of programme objectives as well as their sustainability owing to prevailing socio-political together with economic development constraints. This policy brief thus advocates for greater consideration by government officials and their international development partners of the needs of individual countries in the design and implementation of ccT programmes in africa. While various social protection programmes exist in one (un)conditional form or the other in countries like Ghana, Nigeria, Ethiopia, South Africa, Zambia, Egypt, and Uganda amongst others, the introduction of CCTS as social protection programmes is a relatively new phenomena and therefore throws up some challenges. The challenges they present should therefore be seen as part of a learning process rather than reasons to avoid attempting to implement them successfully.
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Aguila Sánchez, Julio C., Karla Y. Covarrubias Cuéllar, and Marina Vázquez Guerrero. "Échale Neurona and contextual barriers to sex and sexuality education in Mexico." Health Education Journal 80, no. 7 (2021): 872–80. http://dx.doi.org/10.1177/00178969211017158.
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Background: Developing sex and sexuality education programmes for adolescents has proved challenging in many parts of the world, especially in contexts where the importance of these programmes is not valued. In such settings, educating about sex and sexuality may also require dealing with detractors who are active in spreading misinformation. Objective: This article identifies contextual barriers encountered by those involved in developing the Échale Neurona programme in Mexico. Team members associated with the programme have been teaching about sex and sexuality in public secondary and high schools since 2016. Methods and design: Grounded theory approach using semi-structured interviews. Interviews took place with 10 participants including health promotion experts and programme officials. The main focus of the interviews was on the contextual limitations encountered when implementing sex and sexuality education workshops. Results: Findings reveal at least three types of barriers hindering the comprehensive sex and sexuality education developed by the programme: institutional, cultural and socio-educational barriers. Conclusion: Contextual barriers associated with family and school environments posed a significant challenge to implementation. Such barriers may facilitate or hinder sex and sexuality education programmes affecting the way young people develop their sex lives and live their sexuality.
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Chen, Dan. "Facilitating Public Service Provision: The Emerging Role of Municipal Television News in China." China Quarterly 229 (February 6, 2017): 130–49. http://dx.doi.org/10.1017/s0305741016001545.
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AbstractDespite strict state controls, negative news about local officials is reported in China. Faced with political constraints and the incentive and pressure to earn profits, municipal television news programmes have developed and adopted the life news model (minsheng xinwen), which aims to help citizens solve problems. The production process of this news model has transformed the political role of the broadcast media at the local level. Many life news reports focus on disputes between citizens and local officials. Thus, addressing citizen grievances essentially facilitates public service provision. Based on an ethnographic case study of a municipal television news programme, this article finds that the production process of life news reports can facilitate public service provision by correcting local officials’ behaviour, regardless of whether the news reports are eventually broadcast. This unintended role is a result of the power negotiation between local officials and journalists who face immense commercial pressure.
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Søvik, Margaret L., Torill Larsen, Hege Eikeland Tjomsland, Oddrun Samdal, and Bente Wold. "Barriers in Implementing Coach Education in Grassroots Youth Football in Norway." International Sport Coaching Journal 4, no. 2 (2017): 162–76. http://dx.doi.org/10.1123/iscj.2016-0106.
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This study explores grassroots coaches’ (GCs’) perceptions of the content of a one-day coach education workshop, the programme’s applicability, their use of the content, and the perceived barriers to implementing the programme in their coaching practice. One hundred and thirteen GCs completed follow-up questionnaires, while 12 of them were also interviewed. Descriptive statistics and qualitative analyses were conducted. The quantitative results indicate that the GCs were mainly positive about the programme content and found it easy to apply and adapt to. However, few GCs seemed to apply the programme principles to a great extent. The qualitative results illustrate that the GCs reported barriers that seem to relate to programme characteristics, in particular a lack of follow-up; individual factors, such as a lack of time; and organizational factors, like the lack of a shared understanding of the programme with their co-coaches, and lack of support from club officials. Thus, the findings imply that there is a need for an extended focus on organisational factors, especially support by club officials, when implementing coach education content in youth sports. Future recommendations for implementation of coach education workshops for youth grassroots coaches have been suggested, where support for the coaches is a key issue.
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Euvrard, George. "School Guidance — What Do the Pupils Want?" South African Journal of Psychology 22, no. 4 (1992): 215–19. http://dx.doi.org/10.1177/008124639202200405.
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It is an accepted truism that guidance should be based upon the needs of those who are to receive it. School guidance programmes, therefore, must be designed so as to address the needs of the pupils concerned. In order for this to be done, a clear picture must be gained of the actual needs of these pupils. In particular, if the programme is to be experienced as being relevant by the pupils, it must take into account what these pupils themselves say they would like to learn through the guidance programme. However, little useful research has been done in this area in South Africa, so that although the legislation and official manuals suggest that the pupils' needs and wishes be taken into account, the actual programmes and syllabuses presented are not based upon any such research. Nor is there any indication of how a school should go about conducting such necessary investigations. There is a glaring void in the development of our guidance programmes which must be filled. This paper is an attempt to address this problem.
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Puorideme, Dennis. "The ‘dark side’ of the LEAP CCT programme in Ghana." Communication & Language at Work 7, no. 1 (2020): 28–41. http://dx.doi.org/10.7146/claw.v7i1.123249.
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Studies of social transfer targeting practices and mechanisms, including the proxy means test (PMT) instrument, have often assumed that the essential purpose of these mechanisms is to ensure fairness, cost-effectiveness and efficiency, yet there is limited consensus on their optimal performance. This article builds on recent studies of social transfer targeting practices in developing countries by providing a better interpretation of the power dynamics involved in ‘translating’ the PMT instrument at the intersection of official, public and cultural discourses. It is a Foucault-based study that combines ethnography and discourse studies to analyse the everyday actions and practices of programme officials and caregivers. This study demonstrates that officials legitimise and translate the PMT instrument, separate individuals from families, and constitute them as objects for governmental intervention to achieve efficiency and cost-effectiveness. The re-categorisation of family members into households ‘outside’ of everyday sociocultural relations and practices is contested and resisted, creating a complex system of power relationships around the PMT.
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Taing, Lina. "Informal settlement janitorial services: implementation of a municipal job creation initiative in Cape Town, South Africa." Environment and Urbanization 29, no. 1 (2017): 299–314. http://dx.doi.org/10.1177/0956247816684420.
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In 2011/12, the City of Cape Town announced that it would commence an on-site janitorial service for communal flush toilets in informal settlements throughout the metropolitan area. The dual objectives of the programme were to improve municipal sanitation services in informal settlements and to create new job opportunities in areas with high unemployment. This paper examines the janitorial programme’s development and administration in Cape Town’s largest township from 2011 to 2014, from the viewpoints of: (1) municipal sanitation officials; (2) civil society advocates; and (3) informal settlement residents employed as janitors. Interviews with key informants and observation of sanitation actors indicated that the implementation of the janitorial programme was mired in conflicting understandings of good governance and different prioritization of goals in multi-objective development initiatives. This case, in particular, points to a potential repercussion of including sanitation in multi-objective programming, for the administration of the job creation aspect took precedence and ultimately detracted from the janitorial programme’s servicing goal.
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Sivera, Francisca, Sofia Ramiro, Nada Cikes, et al. "Differences and similarities in rheumatology specialty training programmes across European countries." Annals of the Rheumatic Diseases 74, no. 6 (2015): 1183–87. http://dx.doi.org/10.1136/annrheumdis-2014-206791.
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ObjectivesTo analyse the similarities and discrepancies between the official rheumatology specialty training programmes across Europe.MethodsA steering committee defined the main aspects of training to be assessed. In 2013, the rheumatology official training programmes were reviewed for each of the European League Against Rheumatism (EULAR) countries and two local physicians independently extracted data on the structure of training, included competencies and assessments performed. Analyses were descriptive.Results41 of the 45 EULAR countries currently provide specialist training in rheumatology; in the remaining four rheumatologists are trained abroad. 36 (88%) had a single national curriculum, one country had two national curricula and four had only local or university-specific curricula. The mean length of training programmes in rheumatology was 45 (SD 19) months, ranging between 3 and 72 months. General internal medicine training was mandatory in 40 (98%) countries, and was performed prior to and/or during the rheumatology training programme (mean length: 33 (19) months). 33 (80%) countries had a formal final examination.ConclusionsMost European countries provide training in rheumatology, but the length, structure, contents and assessments of these training programmes are quite heterogeneous. In order to promote excellence in standards of care and to support physicians’ mobility, a certain degree of harmonisation should be encouraged.
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Mendel, C., A. Feldmann, and N. Ketterle. "Conservation of the Alpines Steinschaf." Animal Genetic Resources Information 45 (October 2009): 61–64. http://dx.doi.org/10.1017/s1014233909990332.
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SummaryThe Alpines Steinschaf is an old and traditional sheep breed living in the Alps for several hundred years. In 1985 only a few small flocks of this breed could be identified in special alpine regions in Germany. A breeding programme was established by some interested breeders and official breeding organisations. To maintain rare breeds for the future, it is necessary to develop special programmes for their use and marketing. In 2004 the breeders in Germany and Austria created a programme to market high quality products made of Alpines Steinschaf wool. The project ran very successfully, and the population of the Alpines Steinschaf has been increasing annually since then.
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Khatun, MA, MA Islam, and S. Majumder. "Why some poor women in Bangladesh do not opt for micro-credit?" Journal of the Bangladesh Agricultural University 11, no. 2 (2014): 285–92. http://dx.doi.org/10.3329/jbau.v11i2.19927.
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Despite many positive impacts of micro-credit, some studies found that micro-credits are not reaching the extreme poor. This study is designed to find out the major causes why rural women do not join micro-credit programme. The present study conducted case studies on ten dropped out members, three non-NGO/MFI members and five NGO/MFI officials. The important causes for dropout are high interest rate, poor management of loan money by clients, management of default cases by NGO/MFI officials, starting time of repayments of instalment, improper utilisation of loan money, husbands unacceptable interference, lack of training to utilise the money and difficulty in getting large amount of loan. On the other hand, worry of failure to repay the instalment, unwillingness to take loan and husbands opposition are the main reasons for non-membership of micro-credit programmes. Tough membership criteria set by the NGOs/MFIs restricts the access to micro-credit option for many of the poor families. Though some NGOs/MFIs have some programmes to support the ultra poor, the coverage is limited. One important hurdle to overcome is the psychological poverty. There are many poor people who are not motivated to get involved in the process despite many NGOs/MFIs are operating at their doorsteps. Appropriate actions are needed to increase the coverage of the micro-credit programme to fight against poverty. NGOs/MFIs should focus not only on the profit but also on the true achievement in poverty alleviation. DOI: http://dx.doi.org/10.3329/jbau.v11i2.19927 J. Bangladesh Agril. Univ. 11(2): 285-292, 2013
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Lin, Yi-Tang. "Local Actions, National Policies and International Knowledge: Family Planning and Statistical Practices in Taiwan (1949–1980s)." Social History of Medicine 33, no. 3 (2019): 819–42. http://dx.doi.org/10.1093/shm/hky122.
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Summary Using an approach based on the sociology of quantification, this article illustrates how actors utilised statistics when importing family planning to Taiwan and exporting their experience to international policy makers. The functions of statistics—producing knowledge and making policies—assisted the implementation of international programmes in Taiwan, where any actions leading to a population decrease were prohibited in the 1950s. The Population Council and Taiwanese officials first secured the provincial government’s tacit consent by claiming the programme to be an experiment in general population policy rather than one focused on the insertion of intra-uterine devices (IUDs). They went on to win the central government’s endorsement in 1964 by presenting IUD insertions as tools for achieving the ideal population size for economic development. Finally, experts packaged and repackaged the Taiwan programme as a success by wielding locally-collected statistics, reframing the programme to fit the conclusions of international research at the time.
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Sarkar, Anupam, and Jechonia Islary. "Wage and Earnings from Participation in MGNREGA Works in Jharkhand." International Journal of Rural Management 13, no. 1 (2017): 20–53. http://dx.doi.org/10.1177/0973005217696129.
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Mahatma Gandhi National Rural Employment Guarantee Act (2005) is regarded as largest public employment programme in the world. As per the official parlance MGNREGA belongs to the core of core programmes of Government of India. Majority of participants of MGNREGA are poor and vulnerable sections of the society. ₹480 billion has been allocated for the programme in Central government budget in 2017–18. However, in recent years there are criticisms on the government to weaken and dilute the key features of the programme to the detriment of the interest of poor labourers. On the other hand many see the programme as unnecessary drag on public money. In this context this article aims to study recent trend and patterns of participation, employment and income generation from MGNREGA among casual labourers in Jharkhand which happens to be one of poor and tribal dominated states of India.
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Espinosa, F., C. Ruiz, and S. Valiente. "Programas de Intervención Alimentario Nutricional en America Latina y el Caribe entre 1970 y 1984." Food and Nutrition Bulletin 8, no. 4 (1986): 1–8. http://dx.doi.org/10.1177/156482658600800412.
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The main objective of this project was to establish an inventory of the food and nutrition programmes during the last 14 years in Latin America and the Caribbean. Information was obtained from official documents, interviews, and meetings with programme directors. Nearly all the countries of the region have carried out some kind of food intervention with the aim of improving the nutritional status of the vulnerable population. Of the 137 programmes identified, 126 were food supplementation programmes and 11 were subsidies. The programmes with the highest cost per beneficiary were the on-site food consumption programmes implemented mainly through nutritional centres (US$ 3240 per beneficiary/yr); next came those in which food was distributed as part of primary health care (US$ 28.40 per beneficiary/ yr). In terms of benefit and excluding the nutritional value of food distributed, the school programmes were the least costly (US$ 8.3 per beneficiary/yr). Funding was provided by governments with major external support, especially in Central American and Caribbean countries. Most programmes had no evaluation. Thus there is no way of determining the nutritional impact on the target population or the effectiveness of programmes. However, the coverage of most of these programmes was so limited that, even if effective, they would not represent a satisfactory solution to national food and nutrition problems
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Brownson, Ross C., Gunter Diem, Vilius Grabauskas, et al. "Training Practitioners in Evidence-Based Chronic Disease Prevention for Global Health." Promotion & Education 14, no. 3 (2007): 159–63. http://dx.doi.org/10.1177/175797590701400305.
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Too often, public health decisions are based on short-term demands rather than long-term research and objectives. Policies and programmes are sometimes developed around anecdotal evidence. The Evidence-Based Public Health (EBPH) programme trains public health practitioners to use a comprehensive, scientific approach when developing and evaluating chronic disease programmes. Begun in 2002, the EBPH programme is an international collaboration. The course is organized in seven parts to teach skills in: 1) assessing a community's needs; 2) quantifying the issue; 3) developing a concise statement of the issue; 4) determining what is known about the issue by reviewing the scientific literature; 5) developing and prioritizing programme and policy options; 6) developing an action plan and implementing interventions; and 7) evaluating the programme or policy. The course takes an applied approach and emphasizes information that is readily available to busy practitioners, relying on experiential learning and includes lectures, practice exercises, and case studies. It focuses n using evidence-based tools and encourages participants to add to the evidence base in areas where intervention knowledge is sparse. Through this training programme, we educated practitioners from 38 countries in 4 continents. This article describes the evolution of the parent course and describes experiences implementing the course in the Russian Federation, Lithuania, and Chile. Lessons learned from replication of the course include the need to build a “critical mass” of public health officials trained in EBPH within each country and the importance of international, collaborative networks. Scientific and technologic advances provide unprecedented opportunities for public health professionals to enhance the practice of EBPH. To take full advantage of new technology and tools and to combat new health challenges, public health practitioners must continually improve their skills.
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Nekongo-Nielsen, Haaveshe Ndeutalala, and Elizabeth Ndeukumwa Ngololo. "Principals’ experiences in the implementation of the English Language Proficiency Programme in Namibia." Journal of Educational Administration 58, no. 1 (2019): 81–95. http://dx.doi.org/10.1108/jea-06-2018-0113.
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Purpose Namibian principals are usually placed in leadership positions without orientation and are found to lack skills to supervise teachers in delivering instruction using the English language. Studies conducted elsewhere in the world found that effective school leadership is needed for the success of professional development programmes. The purpose of this paper is to explore principals’ lived experiences with regard to their roles in the implementation of the English Language Proficiency Programme (ELPP). Design/methodology/approach This paper followed a qualitative inquiry with multiple case study designs to explore principals’ lived experiences during the implementation of the ELPP. Ten schools were selected for the analysis, two from each of the five regions. The schools were selected on the basis of remoteness, the total number of teachers who participated in the ELPP, school phases (i.e. primary and combined) and pre-test scores. Principals were interviewed using exploratory open-ended questions, and data analysis produced five categories under which the results were presented. Findings The findings indicate that principals applied their individual logic to accommodate and implement the programme. They applied their individual productive leadership habitus to contextualise ELPP activities to ease their workload and appear corporative. Principals had significant influence on teacher learning and ensured successful implementation of a ministerial programme. Moreover, their leadership skills influenced the ways in which teachers received instruction and created a conducive learning environment. Owing to principals’ administrative, instructional and transformational leadership, many teachers participated and transcended upward and some were declared proficient in English. Research limitations/implications This study research the effectiveness of leadership regarding English professional development programmes in achieving goals, explore power relations between school principals and education officials when developing and implementing professional development programmes and establish more efficient ways of providing a better leadership model for professional development programmes to achieve goals. Practical implications This paper was limited to a few principals at rural schools in selected regions, therefore findings could not be generalised. Social implications There is a need for creating opportunities for interactions among all stakeholders who are involved in the development and implementation of English proficiency programmes and to build power relations and work as a team to benefit schools. In order to enhance programme implementation and improve learning outcomes, there is also a need to provide feedback at intervals and find solutions to challenges as a team. Originality/value Placing principals in situations without orientation triggered the need for specific leadership logic and particularities to be applied in a context for the success of the programme, which resulted in participation of more teachers in the ELPP. They applied their particularities and productive habitus through administrative, instructional and transformational leadership to enhance learning. Principals appointed English language teachers to instruct and mentor others, and consequently enabled some principals and teachers to exit the programme. Principals achieved these short wins upon realising that one has to cooperate with the authority to ensure achieving desired outcomes.
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Ribordy, François-Xavier, and Simon Laflamme. "La compréhension populaire des textes de loi." Canadian journal of law and society 4 (1989): 139–55. http://dx.doi.org/10.1017/s0829320100001563.
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Le ministère de la Justice du Canada initiait en 1985 un programme de recherche sur la vulgarisation de l'éducation et de l'information juridiques. Il nous demandait, dans une démarche exploratrice, de mesurer la difficulté linguistique des textes de loi dans leur forme vulgaire et officielle et dans les langues anglaises et françaises. Pour cette recherche exploratoire, nous partions de brochures d'information juridique produites par les gouvernements du Canada et de l'Ontario, brochures qui étaient mises à la disposition de la population. Nous recherchions ensuite, pour chacune des lois vulgarisées, le texte officiel correspondant.
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Shi, Jianwei, Qingfeng Du, Xin Gong, et al. "Is training policy for general practitioners in China charting the right path forward? a mixed methods analysis." BMJ Open 10, no. 9 (2020): e038173. http://dx.doi.org/10.1136/bmjopen-2020-038173.
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ObjectivesSince 2010, the Chinese government has gradually increased its investment in the training of general practitioners (GPs) to support their role as ‘gatekeepers’ in the healthcare system. However, this training is still organised from the perspective of specialist care. We aimed to assess the appropriateness of the principal GP admission training programme curricula in China, including Residents Training for GPs (RTGP), Residents Training for Assistant GPs (RTAGP) and Training for Specialists with General Practice interest (TSGP).SettingThe study focussed on GP training programmes in Shanghai, China.ParticipantsData on disease competences developed in three GP clinical training programmes (RTGP, RTAGP and TSGP) were derived from official programme training manuals. Data on the proportion of outpatient visits for each disease were taken from the Shanghai community healthcare centres grassroots outpatient database.Primary and secondary outcome measuresWe first conducted a quantitative analysis by comparing the structure of current training curricula with actual outpatient utilisation patterns across all community healthcare institutions in Shanghai from 2014 to 2018. Qualitative analysis was then conducted to evaluate GP training programmes based on Donabedian’s model.ResultsQuantitative analysis showed that the distribution of diseases for which competences were taught did not match the composition of outpatient visits in community healthcare institutions. Concerns identified through qualitative analysis included teachers who were mostly specialists, lack of equipment for differential diagnosis in community healthcare institutions, insufficient teaching of referral standards and GP training in large hospitals that consistently neglected communication skills.ConclusionsThe establishment and implementation of admission training programmes for GPs in China lacks a focus on general practice training and may be improved by adopting an evidence-based general perspective aligned with the medical needs of the community.
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Fosu, Gabriel B. "Fertility and Family Planning in Accra." Journal of Biosocial Science 18, no. 1 (1986): 11–22. http://dx.doi.org/10.1017/s0021932000006453.
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SummaryData from a sample interview survey conducted in Accra in 1982 show that there is a very high level of knowledge of contraceptive methods among mothers aged 25–39 years (92%). However, only about 41% of the women had ever used any form of contraception, and only 18% were using modern methods at the time of the study. This is low for a city where an official family planning programme has been in operation for 15 years, even when the confounding effects of availability and accessibility of services have been controlled for. Suggestions are made for increasing the effectiveness of such programmes.
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SAWERS, LARRY, and RAQUEL MASSACANE. "Structural Reform and Industrial Promotion in Argentina." Journal of Latin American Studies 33, no. 1 (2001): 101–32. http://dx.doi.org/10.1017/s0022216x00005897.
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This article is a case study that shows the difficulty and complexity of structural adjustment by examining in great detail the reform of a single programme, the promotion of industrial investment in the less developed regions of Argentina. The article describes how the programme grew after 1956 when industrial promotion was first implemented so the reader can fully understand its intricate complexity. The reform process is described in detail, from the time that officials first became aware that the program was costing several percent of GDP to the present. Changing the system was an elaborate process of thrust and parry and counterthrust by government reformers and entrenched supporters of the old regime. The Congress, the Supreme Court, provincial officials and various international institutions were all able to exert considerable influence over the pace and nature of reform. The reform effort also illustrates the role of a free press and public opinion. A cadre of economists working within the government and in private research institutes carried out an effective campaign to inform the public about the programme's excesses. The end result is a precarious and far from simple or transparent, though decidedly less expensive, set of compromises that pleases no one.
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Buttriss, J., and J. Hughes. "A review of the MAFF Optimal Nutrition Status research programme: folate, iron and copper." Public Health Nutrition 5, no. 4 (2002): 595–612. http://dx.doi.org/10.1079/phn2001325.
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AbstractObjective:The objective was to conduct a critical appraisal of research conducted within one of the UK government's research programmes, Optimal Nutrition Status, and to place the findings of this work in the context of the international research effort, to assist policy makers and advisers. Nine nutrients are addressed within the programme; the findings for three of these are reported here: folate/folic acid, iron and copper.Design:To conduct the review, the researchers had access to all unpublished progress reports, submitted to officials, arising from the projects. The overall assessment criterion was whether the information generated by the research programme could be regarded as reliable experimental data of direct relevance to setting optimal dietary requirements for the particular micronutrients. However, findings were also assessed against specific scientific criteria concerning understanding of the bioavailability, interactions, development of functional markers and inter-individual variations in metabolism, for each of the nutrients scrutinised.Results:The results of the review indicated that many important questions are indeed being addressed by the UK government's research programme, and that the work is contributing to the overall research effort being conducted world-wide on this important subject.Conclusions:Many major questions still need to be addressed before it will be possible to identify optimal intakes for various sub-populations. These priorities are summarised in the paper.
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Okada, Motohiro, Toshiki Hasegawa, Ryo Kato, and Takashi Shiroyama. "Analysing regional unemployment rates, GDP per capita and financial support for regional suicide prevention programme on suicide mortality in Japan using governmental statistical data." BMJ Open 10, no. 8 (2020): e037537. http://dx.doi.org/10.1136/bmjopen-2020-037537.
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ObjectivesTo explore the mechanisms of reduced suicide mortality in Japan, which decreased from 25.7 to 16.5 per 100 000 people following the comprehensive suicide prevention programme from 2009 to 2018, the present study determined the relationship between regional suicide mortality, socioeconomic data (GDP per capita, unemployment rates) and financial support for regional suicide prevention programmes.Design and settingStepwise multiple regression analysis was used to determine the effects of regional GDP per capita, unemployment rates and implementation amount of financial support for regional suicide prevention programmes (Emergency Fund to Enhance Community-Based Suicide Countermeasures—EFECBSC) on age and gender disaggregated suicide mortalities in Japan between 2009 and 2018. Data on each prefecture’s complete unemployment rates, GDP per capita and implementation amount of EFECBSC sub-divisions were derived from an official Japanese governmental database.ResultsBoth prefectural enlightenment and intervention model programmes were found to lead to a decrease in male suicide mortality, but were less effective in reducing female suicide mortality. Municipal enlightenment and intervention model programmes were also less effective in reducing suicide mortality. Municipal development programmes for listener and leader led to a greater decrease in suicide mortality for both men and women compared with such programmes at the prefectural level. Contrary to our expectations, reduced complete unemployment rate only reduced suicide mortality in the older male population without affecting female suicide mortality.ConclusionThe study findings suggest an inverse relationship between financial support and suicide mortality in Japan. Furthermore, independent factors in the reduction of suicide mortality rates provide important information for planning evidence-based and cost-effective regional suicide prevention programmes.
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Neel, Abigail H., Svea Closser, Catherine Villanueva, et al. "30 years of polio campaigns in Ethiopia, India and Nigeria: the impacts of campaign design on vaccine hesitancy and health worker motivation." BMJ Global Health 6, no. 8 (2021): e006002. http://dx.doi.org/10.1136/bmjgh-2021-006002.
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IntroductionThe debate over the impact of vertical programmes, including mass vaccination, on health systems is long-standing and often polarised. Studies have assessed the effects of a given vertical health programme on a health system separately from the goals of the vertical programme itself. Further, these health system effects are often categorised as either positive or negative. Yet health systems are in fact complex, dynamic and tightly linked. Relationships between elements of the system determine programme and system-level outcomes over time.MethodsWe constructed a causal loop diagram of the interactions between mass polio vaccination campaigns and government health systems in Ethiopia, India and Nigeria, working inductively from two qualitative datasets. The first dataset was 175 interviews conducted with policymakers, officials and frontline staff in these countries in 2011–2012. The second was 101 interviews conducted with similar groups in 2019, focusing on lessons learnt from polio eradication.ResultsPursuing high coverage in polio campaigns, without considering the dynamic impacts of campaigns on health systems, cost campaign coverage gains over time in weaker health systems with many campaigns. Over time, the systems effects of frequent campaigns, delivered through parallel structures, led to a loss of frontline worker motivation, and an increase in vaccine hesitancy in recipient populations. Co-delivery of interventions helped to mitigate these negative effects. In stronger health systems with fewer campaigns, these issues did not arise.ConclusionIt benefits vertical programmes to reduce the construction of parallel systems and pursue co-delivery of interventions where possible, and to consider the workflow of frontline staff. Ultimately, for health campaign designs to be effective, they must make sense for those delivering and receiving campaign interventions, and must take into account the complex, adaptive nature of the health systems in which they operate.
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Kareithi, Rosemary, and George Muhua. "Factors Influencing Implementation of Rural Electrification Programme in Kenya: A Case of Kieni East Sub County, Nyeri County." European Scientific Journal, ESJ 14, no. 21 (2018): 236. http://dx.doi.org/10.19044/esj.2018.v14n21p236.
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The Government of Kenya through numerous policies and programmes have come up with the rural electrification programmes which is to play a crucial role in the provision of electricity to rural areas in a bid to spur human, social and economic development in the Country. The purpose of this study was to determine the factors influencing the implementation of rural electrification programme in Kieni East Sub County, Nyeri County. The study adopted a descriptive survey research design. The target population of the study was 4289 households and 10 Rural Electrification Authority Team in Kieni East Sub County. Simple random sampling and Purposive sampling was used to select a sample of 94 households and 5 Rural Electrification Authority Officials. The data was collected through structured questionnaires. Reliability of the questionnaires and validity was tested through piloting. Ethics in research was observed and responses were handled with utmost confidentiality, while the study ensured fair gender representation of respondents. The data was analyzed using through descriptives and presented through tables and graphs. The study found that funding, cost of electricity, alternative sources of power and demand affected implementation of Rural Electrification Programme to a great extent. Thus, these factors play a key role in determining the success of the implementation of Rural Electrification Programme in Kieni East Sub County. The study recommended that subsidizing of consumer connections cost, wiring material cost and unit cost of energy should be lowered and also provision of incentives for investments in alternative power sources such as allocation of sufficient funds and timely disbursement for implementation of grid extension in Kieni East should be encouraged by involving policy makers and the government in formulation of policies favorable for the implementation of Rural Electrification Programme in rural areas of Kenya. The study suggests that further studies should be carried out on the influence of institutional factors on the implementation of rural electrification programs in Kenya.
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LITHG-PEREIRA, P. L., F. A. ROJO-VÁZQUEZ, and R. C. MAINAR-JAIME. "Case-control study of risk factors for high within-flock small-ruminant brucellosis prevalence in a brucellosis low-prevalence area." Epidemiology and Infection 132, no. 2 (2004): 201–10. http://dx.doi.org/10.1017/s0950268803001675.
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A case-control study was conducted in a brucellosis low-prevalence area of NW Spain to determine factors associated with high within-flock small-ruminant brucellosis prevalence in 1998. Forty-one cases and 69 controls were selected and information from both official sources and personal interviews was retrieved for every flock. The relationship between variables obtained and flock status was assessed by unconditional multivariable logistic regression analysis. The introduction of replacement animals into the flock, the presence of older farmers, an inadequate brucellosis vaccination programme and higher flock seroprevalence in the town in 1997 were positively associated with case flocks. Thus, specific actions directed at farms presenting these characteristics should be included within official eradication programmes. In addition, for the 1999 campaign the time from sampling to culling the seropositive animals correlated positively (r=0·53; P<0·01) with the flock seroprevalence the following year, suggesting the need for a faster removal of the infected animals to increase the efficacy of the eradication campaigns.
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Bere, Elling, Marit Hilsen, and Knut-Inge Klepp. "Effect of the nationwide free school fruit scheme in Norway." British Journal of Nutrition 104, no. 4 (2010): 589–94. http://dx.doi.org/10.1017/s0007114510000814.
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In Norway, children and adolescents consume only about half of the national five-a-day recommendation. There are also rather large social inequalities in health, and in eating behaviours. In order to increase fruit and vegetable (FV) intake, a subscription programme was initiated in 1996 and made nationwide in 2003, and a free programme (without parental payment) has been implemented nationwide from 2007. The objective of the present study is to evaluate the effect of these efforts. Pupils in the sixth and seventh grades (age 10–12 years) at twenty-seven schools responded to a questionnaire in 2001 (n 1488, 85 %) and in 2008 (n 1339, 78 %). FV intake was measured by a 24-h recall. In 2001, none of the schools had any organised school fruit programme. In 2008, five schools participated in the free school fruit programme, ten schools participated in the subscription programme and twelve schools did not participate in any official programme. The increases in fruit intake at school were 0·49, 0·29 and 0·18 portions/school day, respectively, for the Free Fruit 08, Subscription 08 and No Programme 08 schools (time × group P < 0·001), and 0·74, 0·39 and 0·16 portions/d for fruit intake all day (time × group P = 0·04). No group effect was observed for vegetable intake. There has been an increase in pupils' fruit intake from 2001 to 2008 in Norway, and the school fruit programmes seem to have been effective. A great challenge remains in increasing vegetable intake.
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Bhattacharya, Sanjoy. "International Health and the Limits of its Global Influence: Bhutan and the Worldwide Smallpox Eradication Programme." Medical History 57, no. 4 (2013): 461–86. http://dx.doi.org/10.1017/mdh.2013.63.
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AbstractHistories of the global smallpox eradication programme have tended to concentrate on the larger national formations in Africa and Asia. This focus is generally justified by chroniclers by the fact that these locations contributed a major share of the world’s annual tally of variola, which meant that international agencies paid a lot of attention to working with officials in national and local government on anti-smallpox campaigns in these territories. Such historiographical trends have led to the marginalisation of the histories of smallpox eradication programmes in smaller nations, which are presented either in heroic, institutional tropes as peripheral or as being largely shorn of sustained campaigns against the disease. Using a case study of Bhutan, a small Himalayan kingdom sandwiched between India and China, an effort is made to reclaim the historical experiences in small national entities in the worldwide smallpox eradication programme. Bhutan’s experience in the 1960s and 1970s allows much more in addition. It provides us with a better understanding of the limited powers of international agencies in areas considered politically sensitive by the governments of powerful nations such as India. The resulting methodological suggestions are of wider historical and historiographical relevance.
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Abdille, Issa Kurash, and Patrick Mbataru. "Cash Transfer and the Economic Well-Being of Persons with Severe Disability in Wajir County, Kenya." International Journal of Current Aspects 3, no. III (2019): 135–53. http://dx.doi.org/10.35942/ijcab.v3iiii.36.
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Social interventions such as cash transfers provide the much needed support to vulnerable people. People living with disabilities continue to remain economically deprived, experiencing high levels of poverty. In Wajir County, this crisis is more exacerbated by the nomadic setting where disabled persons are left behind as other individuals move. They are left to cater for themselves due to their mobility constraints. The welfare of these people continue to deteriorate since they are unable to work and highly depend on others and hence do not have the capacity of self-sufficiency. These people remain dependent on the government and non-governmental agencies. The effect of cash transfer programs however, is not fully known. This study sought to assess the effect of cash transfer on the economic well-being of people with severe disabilities in Wajir County. The study is founded on the Maslow’s theory of needs, the sustainable livelihoods framework and the rights-based approach. The study employed mixed methods research design and targeted all family heads for all the 183 under the Persons with Severe Disabilities Cash Transfer in Wajir North and Tarbaj sub-Counties as at 2015 and 19 senior officials working with the sub-counties’ social development offices. The study used primary data obtained through semi-structured questionnaires and interview guides. Data analysis methods that be employed involved quantitative and qualitative approaches. The qualitative data was analysed using content analysis where the information obtained was reported in a narrative form and direct quotes. Quantitative data was analyzed using descriptive statistical methods. Quantitative data analysis was facilitated by the Statistical Package for Social Sciences Version 20. Descriptive statistics such as the rate of response, frequency distribution, mean and standard deviation were used. Inferential statistics generated included correlation and regression analysis. The study findings showed that cash transfer supported household income, healthcare access, investment in productive activities and empowerment had positive and significant effect on the economic wellbeing of persons living with disabilities in Wajir County. The study concluded that if the cash transfer programme was to achieve its objectives and transform the economic wellbeing of the beneficiary households, the aforementioned support areas needed to be adequately embedded in the programme’s plan. The study made several recommendations among them that the Ministry of Labour, Social Security and Services Programmes should consider increasing the monthly disbursements given to persons living with disabilities so that they can venture in to activities that would give them supplementary incomes. There can be other activities within the programme meant to support the beneficiaries to be self-reliant so that they do not have to rely on the transfers throughout. The study also recommends that the officials overseeing the cash transfer programme for persons living with disabilities should have follow up programs especially for beneficiaries who have ventured in to productive activities so that they can support them to expand their income generation activities. The programme can partner with other development partners such as donors and NGOs and also the county government to create a fund where beneficiaries can get more assistance both financial and non-financial in order to expand their activities. The study further recommends that the programme should provide networking programs were beneficiary households can interact with various organizations so as to secure livelihood opportunities such as employment among others.
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Robinson, Warren C. "The "New Beginning" in Pakistan's Family Planning Programme." Pakistan Development Review 26, no. 1 (1987): 107–18. http://dx.doi.org/10.30541/v26i1pp.107-118.
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Family planning in Pakistan has a long, interesting, expensive and generally unsuccessful history. Recently, after a pause of several years, vigorous public-sector efforts to control population growth have been resumed. This has been called "the new beginning" by Pakistan officials. This note will relate the details and also the genesis of this recent renewal of family-planning activity. The first "beginning" was the programme launched in 1965 [4]. This programme grew rapidly and attracted considerable attention internationally. By the mid-Seventies it was clear that the programme's impact had been overrated and that it was on the verge of stagnation. Under the strong urging of USAID, the major donor group, a last desperate effort was made using a strongly supply-oriented approach. This so-called "inundation scheme" also proved a failure and by 1977 the programme had virtually come to a halt [5]. The Fifth Five Year Plan (1978- 1983) endorsed population control but called for an integrated health- and family planning approach. A new programme of training, mass education and improved service-delivery was laid out in the Plan, but, in fact, little seems to have been accomplished or even attempted in the' early part of this period. The programme had been discredited and had been all but shut down. But the need remained. Pakistan's fertility was shown by the World Fertility Survey results for 1975-76 to be essentially unchanged in 20 years - a total fertility rate of some 7 births per female over her reproductive career, resulting in an annual growth rate of about 3.0 percent.
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Adelekan, Ademola, Philomena Omoregie, and Elizabeth Edoni. "Male Involvement in Family Planning: Challenges and Way Forward." International Journal of Population Research 2014 (May 26, 2014): 1–9. http://dx.doi.org/10.1155/2014/416457.
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Public health officials have advocated the involvement of men as a strategy for addressing the dismal performance of family planning (FP) programmes. This study was therefore designed to explore the challenges and determine way forward to male involvement in FP in Olorunda Local Government Area, Osogbo, Nigeria. This cross-sectional study involved the use of a four-stage sampling technique to select 500 married men and interviewed them using semistructured questionnaire. In addition, four focus group discussions (FGDs) were also conducted. Mean age of respondents was 28.5 ± 10.3 years. Some (37.9%) of the respondents’ spouse had ever used FP and out of which 19.0% were currently using FP. Only 4.8% of the respondents had ever been involved in FP. Identified barriers to male involvement included the perception that FP is woman’s activity and was not their custom to participate in FP programme. More than half of the FGD discussants were of the view that men should provide their wives with transport fare and other resources they may need for FP. The majority of the respondents had never been involved in family planning with their wives. Community sensitization programmes aimed at improving male involvement in FP should be provided by government and nongovernmental agencies.