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Barriers to access and health care renunciation among students at the University of Lomé in Togo: Profile and analysis of explicative factors based on an ad hoc survey; [Barrières à l’accès et renoncement aux soins des étudiants de l’université de Lomé au Togo: portrait et analyse des facteurs explicatifs à partir d’une enquête ad hoc]
By Alowou, Amèvi Patrice
This article analyzes the barriers to access to health care for students at the University of Lomé in Togo, based on a self-administered online ad hoc survey. Of the students who forego health care (72%), the majority do not have health insurance (91%) and are men (68%). Two factors that make the female students less likely to forego health care are their fathers' level of education and having health insurance. While our results argue in favor of extending health insurance to students, they also point to the need for better knowledge of students’ needs and preferences in order to promote their access to health care services. © 2024 CAIRN Belgique. All rights reserved.
Higher education and the approach to promoting gender equality in Mauritania: quantitative and qualitative analysis
By Ousmane Wague
For several years, higher education has been part of a process of reducing the gap between the two sexes through the promotion of gender equality among students and teaching staff. This process is far from being a long, quiet river and can only be sustained over time. Indeed, the objective of establishing equality and parity between the two sexes in higher education establishments calls for taking into consideration gender equality at the different levels of higher education and basis starting from socio-economic and cultural causes. To achieve it, the process must start from primary and then create synergy between the secondary and higher cycles. However, an initiative aimed at reducing the gap between the two sexes has already been developed by the Ministry of Higher Education, Scientific Research and Innovation, as part of its 2030 strategy. It aims to promote equal opportunities between genders by taking into account the unequal representation of young girls in higher education, particularly in science and technology fields and at master's and doctoral level.
Effects of changes in Senegal's decentralized education structures in the context of results-based management
By Amadou Diop Sall
In 2012, Senegal adopted results-based management (RBM) as an education governance strategy in line with organizational changes imposed in an international post-bureaucratic context meant to improve practices and performance. This article analyzes the effects of organizational changes on Education and Training Inspections (ETI), decentralized intermediate structures, and important stakeholders in performance contracts signed between central, intermediate and local levels. In light of the organizational changes implemented, ETI performances were studied to find out if they influenced the environment of these structures. The theoretical framework, inspired by the production performance model of Van Dooren and his collaborators, identified the objectives, inputs and activities mobilized by the ETIs to produce results and effects on the education governance environment. The methodology follows two steps: first, a textual analysis on the organization and operation of ETIs to study the organizational changes; second, individual interviews with thirteen stakeholders, one from the Ministry and twelve from a sample of four ETIs, with the purpose of collecting their impressions on the organizational changes and their effects on the environment of these ETIs.
Analysis of Commitment and Well-Being in Learners in a Distance Learning Context, Based on Their Level of Study
By Mélama COULIBALY
The aim of this study was to compare the commitment and well-being of learners according to their level of study in a distance learning context. To do this, a mixed quantitative and qualitative methodology was used, involving a sample of 449 students enrolled in Bachelor's 1 and Master's 1 and 2 courses in Computer Science and Digital Sciences at the Universit & eacute; virtuelle de C & ocirc;te d'Ivoire. Measurements revealed significant differences in the commitment and well-being dimensions for students at the Bachelor's 1 and Master's levels. More specifically, Master's students showed a higher level of commitment and sense of well-being, overall.
Effects of changes in decentralized education structures in Senegal in the context of results-based management
By Amadou Diop Sall
Since 2012, Senegal has adopted results-based management (RBM) as an education governance strategy, in line with organizational changes imposed by a post-bureaucratic international context aimed at improving practices and performance. This article analyzes the effects of organizational changes in the Education and Training Inspectorates (IEF), decentralized intermediate structures and important stakeholders in performance contracts signed between the central, intermediate and local levels. In light of the organizational changes made, the performance of the IEFs was studied to see whether the latter influenced the environment of these structures. The theoretical framework, inspired by the performance production model of Van Dooren and his collaborators, made it possible to identify the objectives, inputs and activities mobilized by the IEFs to produce results and effects on the environment of education governance. The methodology follows two stages: first, a textual analysis relating to the organization and functioning of the IEFs in order to study organizational changes; then, individual interviews conducted with thirteen actors and actresses, one from the Ministry and twelve from a sample of four IEFs, in order to gather their impressions on organizational changes and their effects on the environment of these IEFs.
Formative work situations, a renewal of adequationism in technical education in Cameroon; [Les situations de travail formatives, un renouveau de l'adéquationnisme dans l'enseignement technique au Cameroun]
By Yves Dieudonné Bapes Ba Bapes
This study analyses the formative work situations in technical education. It focuses on teaching difficulties in terms of the adequacy of these pedagogical processes. Situated in the framework of problems linked to the competency-based approach (CBA) in Cameroon, this study apprehends formative work situations not as a simple educational or learning activity, but as an intermediation activity between training and employment. In other words, as a micro device for the adequacy. © 2023 Authors. All rights reserved.
Representations and attitudes toward bilingual teaching: a survey on teachers and educational supervisors in Niamey.; [REPRÉSENTATIONS ET ATTITUDES FACE À L’ENSEIGNEMENT BILINGUE: UNE ENQUÊTE AUPRÈS DES ENSEIGNANTS ET DES ENCADREURS PÉDAGOGIQUES DE LA VILLE DE NIAMEY]
By Mamane Nassirou Mamane
Based on the example of some schools in the city of Niamey (Niger), our research attempts to shed light on the new language policy that should enable the Nigerien authorities to extend French /national languages bilingual teaching within the education system of the country. Our study first traces back the history of bilingual education in Niger, and evokes the different reflections made on this topic. We then analyze the results of a field survey, in which we gathered information on the representations and attitudes of the main actors involved in the process of bilingual education (teachers and pedagogical supervisors) to explore the extent of their support, which is desirable for the success of the reform. The study revealed the low level of commitment of the actors involved in this educational initiative but also tried to identify the causes for these attitudes, and propose possible solutions. Our aim is to enlighten decision-makers by providing them with information grounded on reality, and thus enable them to make the necessary adjustments to make the current reform on bilingual education effective. © 2023 Fabrizio Serra Editore Srl. All rights reserved.
The bilingual curricular approach in Mali: which type of L1/L2 transition in teaching literacy skills?; [APPROCHE CURRICULAIRE BILINGUE DU MALI: QUELLE TRANSITION ENTRE L1-L2 DANS LA PRATIQUE D’ENSEIGNEMENT DE LA LECTURE-ÉCRITURE?]
By Zakaria Nounta
The educational system in Mali is characterized by some limited experiences of bilingual education and basic teacher training, mainly grounded on the teaching of the French language. Teacher training is irregular and of short duration, which explains teachers’ pedagogical weaknesses, which, in turn, have negative repercussions on the pupils’ learning of literacy skills. The present study focuses on some metalinguistic activities implemented in a bilingual education experience, essentially based on systematic comparisons between L1 and L2, aimed at fostering linguistic and learning transfers in pupils. The study took place in two pilot schools of the bilingual curriculum in Bamako and Gao, at the first level of the bilingual curriculum. After describing the procedures and strategies to teach literacy skills, solutions are proposed to improve classroom practices. © 2023 Fabrizio Serra Editore Srl. All rights reserved.
Exploiting comics as a tool to learn French in Burkina Faso’s primary schools.; [EXPLOITER LA BANDE DESSINÉE COMME OUTIL D’APPRENTISSAGE DU FRANÇAIS DANS LES ÉCOLES PRIMAIRES DU BURKINA FASO]
By Cheick Félix Bobodo Ouedraogo
When discussing the effectiveness of sub-Saharan African educational systems – a topic currently under debate – one issue that immediately comes to the fore is the obstacle represented by the vehicular language of school, which is French, and does not match the language children learn in the family before entering school. This implies that the language of the school must be learned on a formal and systematic basis. In the case of Burkina Faso, the task for students becomes complex because, on the one hand, French is a medium they do not master and, on the other, being the vehicular language of the school, the mastery of French is crucial for school achievement. In this situation, comic books, which undeniably exert a strong appeal to children, can serve as an effective pedagogical tool for learning French. The method adopted for this research is analytical, although certain data are based on fieldwork carried out in the context of other studies. The results of this work show that comic books can have an important place in the primary education system of Burkina Faso as an appropriate pedagogical method to exploit educational resources in general, and linguistic resources in particular. © 2023 Fabrizio Serra Editore Srl. All rights reserved.
Representation of French and national languages in bilingual education in the rural commune of Youri (Niger).; [REPRÉSENTATIONS DU FRANÇAIS ET DES LANGUES NATIONALES DANS L’ENSEIGNEMENT BILINGUE DANS LA COMMUNE RURALE DE YOURI (NIGER)]
By Moufoutaou Adjeran
Learning French as an official language allows for the acquisition of the basic skills necessary for integration into social and economic life in Niger. To this end, the Education and Training Sector Program (PSEF 2014-2024) emphasizes bilingual education, which it considers to be one of the conditions for quality education. Our article examined the representations of parents and teachers about bilingual education by highlighting two factors, namely the relevance of the languages used in teaching and learning (French and national languages) for the parents, and the teaching conditions in bilingual schools. The qualitative approach adopted in this study has shown that parents and teachers do acknowledge the relevance of bilingual education as a means that facilitates the learning of French. However, it appeared that parents and teachers show more positive representations of French as a second language (L2) than of national languages (L1) in the school system. In addition, the pilot schools carried out on bilingual education witnessed enormous difficulties for schools to access the necessary teaching resources, and, above all, to implement suitable teacher training to teach national languages. The definition of educational policies and bilingual education programs should take into account the value of achieving the goal of these programs (why enroll the child in a bilingual school), their intrinsic value (the interest and pleasure related to bilingual education), and their functional value (the benefits derived from learning). Lastly, teaching a program effectively will require solid training for the actors involved in the school system (teachers and supervisors) and sufficient teaching materials in the disciplines taught. © 2023 Fabrizio Serra Editore Srl. All rights reserved.
Bamanankan language as a support to access French language at the first cycle of basic school in Mali: the case of the basic school in Fana.; [LE BAMANANKAN COMME APPUI À L’ACCÈS AU FRANÇAIS AU PREMIER CYCLE DE L’ENSEIGNEMENT FONDAMENTAL AU MALI: CAS DE L’ÉCOLE FONDAMENTALE DE FANA]
By Abdramane Diarra
The introduction of national languages – Bamanankan in this case – into the Malian educational system, called “basic education curriculum”, has been conceived by the school administration as an alternative to traditional education which used French as the only vehicle in contexts where no family has French as the first language. This traditional conception has been viewed as one of the factors accounting for failure and dropping out of school, and even for general low-level competence in French. To bridge the gap between the knowledge acquired in the family in preschool years, and the successive school demands, national languages have been recently introduced at school. Far from neglecting French, which nowadays is added to the list of African and therefore Malian languages, the basic education curriculum introduced in the early 2000s supports the acquisition of literacy in the first language of learners, which helps them gradually evolve towards French. It is the mother tongue that guarantees the intellectual take-off of the child at the beginning of the schooling process. In this article, after a brief analysis of the basic education curriculum in Mali, it will be shown how, through classroom practices, teachers lean on Bamanankan to help learners gradually access French meanings. © 2023 Fabrizio Serra Editore Srl. All rights reserved.
GAMES AS A WAY TO MOTIVATE A FRENCH AS A FOREIGN LANGUAGE CLASSROOM: THE CASE OF TSAKHOLO HIGH SCHOOL; [LE JEU COMME OUTIL DE MOTIVATION EN CLASSE DE FRANÇAIS LANGUE ETRANGERE AU LESOTHO: LE CAS DE TSAKHOLO HIGH SCHOOL]
By Malefane Victor Koele
The aim of this study was to examine the importance of using games in teaching French as a foreign language in Lesotho. The purpose of using games in the French classroom was to motivate learners of this foreign language in a multilingual context where many learners are less motivated to learn the language. Participants in the study consisted of teenagers aged between 17 – 19 who were in Form E of Tšakholo High School. They were 29 in number, and all spoke Sesotho and English, which respectively are the mother tongue and language of instruction throughout the country. The study adopted a mixed method in which participant observation and a questionnaire were used to collect data. The data collected revealed that participants were more motivated to participate in class when recreational activities were used as a teaching method. © 2023, Department of General Linguistics, Stellenbosch University. All rights reserved.
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