Prévenir l'exclusion scolaire et sociale des jeunes

Asdih, Carole; Gez-M’Bembo, Dorinne

doi:10.3917/puf.zayd.2005.01.0077

Cited by 3 publications

(1 citation statement)

References 2 publications

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“…Aussi, les études sur la lutte contre l'échec scolaire sont complexes et variées. Les causes de la difficulté d'apprendre sont multiples (Amigues, et Zerbato-Poudou, 2000 ;Clerget, 2000 ;Kamanzi et Bélanger, 2003 ;Asdih et Gez-M'bembo, 2005). Comme le montre Fiske (1998) dans un aperçu historique de cette question dans les pays occidentaux, notamment en France.…”

Section: Introduction : Quelques Repères Théoriquesunclassified

Influence Du Mode D’hébergement Et Des Conditions De Vie Des Elèves Sans Tuteurs Sur Le Rendement Scolaire : Cas Du Premier Cycle Du Lycée Moderne De Danané (Côte d’Ivoire)

Mathias¹

2020

ESJ

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The purpose of this study is to analyze the relationship between the living conditions of students without accommodation tutors and their academic performance. The research techniques used are documentary research and questionnaire surveys. The quantitative analysis method was used on a stratified sample of 530 students. The results from the statistical analyzes show that the living conditions of the students based on the type of accommodation does not influence the academic performance of the students with regard to meeting the needs for textbooks, personal organization and the student's use of a repeater. On the other hand, the living conditions of students based on the type of accommodation has an influence on academic performance with regard to satisfying feeding needs, the feeling of being loved by one's parents and the idea that makes the student about the quality of his relationships with his immediate human environment. These results call for multifaceted interventions on several levels of the Ivorian education system.

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Section: Introduction : Quelques Repères Théoriquesunclassified

Influence Du Mode D’hébergement Et Des Conditions De Vie Des Elèves Sans Tuteurs Sur Le Rendement Scolaire : Cas Du Premier Cycle Du Lycée Moderne De Danané (Côte d’Ivoire)

Mathias¹

2020

ESJ

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Preventing School and Social Exclusion: A French–British Comparative Study

Zay¹

2005

European Educational Research Journal

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Statistics in European countries show the same trends, for example: social inclusion depends on inclusion in education, training or employment, and life chances are greatly improved if the level of qualifications is high; in all European countries, economic growth still leads to the existence of ‘pockets’ of poverty and economic and social relegation. The schools whose students get results below the national average are located in such areas. Nevertheless, educational policies for addressing disaffected young people in European countries are different, as they are linked with choices made among the European paradigms of social exclusion and models of schooling. This article extends the findings from a comparative study for which Professors Carl Parsons and Danielle Zay were responsible in the European Interreg programme. Research teams in France and England included academics and practitioners in two disadvantaged regions, Nord Pas-de-Calais on the French side and Kent on the English side. The study aimed to find practices and strategies likely to help disaffected young people. The comparative approach was worthwhile since the two countries represent opposing perspectives on exclusion and its prevention at school level among the European paradigms. The English and French teams' approach was drawn from the same theoretical background, the same paradigm of school and social exclusion. The starting question which articulates the others was: How can schools deal with problems which come from elsewhere? This article introduces the results of this collaborative inquiry, addressing both the schools' staff and young people in schools, many of whom were dropping in and out of school. It was these initial results that prompted us to submit a new Interreg project as a development from the previous one.

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Les parcours d’apprentissage de jeunes Français en situation d’interruption d’études : recension critique des travaux

Madiba

2023

ncre

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Cet article consiste en une revue documentaire synthétique et critique de travaux sur les parcours d’apprentissage de jeunes en situation d’interruption d’études en France. L’enjeu est de proposer des pistes de collecte de données pour mieux appréhender leurs parcours d’études. À partir de cette revue et de l’approche des parcours de vie, nous avons analysé des travaux portant sur les parcours d’interruption d’études de jeunes collégiens et lycéens. Les études de devis mixte avec une perspective longitudinale permettent de mieux identifier, et, d’évaluer le rôle des différents événements s’inscrivant au cours, et, au-delà de la période d’interruption d’études des individus. Les études biographiques complétées d’observations contribuent à une meilleure compréhension des liens entre les formes distinctes de parcours et l’expérience subjective, et, singulière des acteurs.

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Prévenir l'exclusion scolaire et sociale des jeunes

Cited by 3 publications

References 2 publications

Influence Du Mode D’hébergement Et Des Conditions De Vie Des Elèves Sans Tuteurs Sur Le Rendement Scolaire : Cas Du Premier Cycle Du Lycée Moderne De Danané (Côte d’Ivoire)

Influence Du Mode D’hébergement Et Des Conditions De Vie Des Elèves Sans Tuteurs Sur Le Rendement Scolaire : Cas Du Premier Cycle Du Lycée Moderne De Danané (Côte d’Ivoire)

Preventing School and Social Exclusion: A French–British Comparative Study

Les parcours d’apprentissage de jeunes Français en situation d’interruption d’études : recension critique des travaux

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