Impact des Caractéristiques Individuelles et des Caractéristiques de la classe sur le concept de soi des élèves de quatrième année Primaire en République Démocratique du Congo

Research on school effectiveness has often been criticized for its excessive focus on the cognitive aspects of education, thus neglecting noncognitive aspects that are not less important. This study therefore analyzes the impact of individual and class characteristics on academic self-concept. The latter was measured in two dimensions: self-concept in reading and selfconcept in mathematics. The study is based on a sample of 4787 fourth form pupils of elementary school attending 80 classes and 49 schools of two towns in the Democratic Republic of the Congo. The data have been collected by means of a background questionnaire on the pupil, a self-description questionnaire, reading and mathematics tests. They have been analyzed through multilevel multivariate analysis. The results show that the selfconcept measured at the beginning of the year is a good predictor of the selfconcept measured at the end of the school year. The results show also that the cognitive level of the pupil has a positive impact on academic self-concept. At the class level, only the teacher’s professional experience and the average grade obtained at school scale significantly affect self-concept in reading. The limits and prospects of the study are also discussed in this article.La recherche sur l’efficacité de l’école a souvent été critiquée à cause de sa concentration excessive sur les aspects cognitifs de l’éducation, négligeant ainsi les aspects non cognitifs pourtant pas moins importants. Aussi cette étude analyse-t-elle l’impact des caractéristiques individuelles et des caractéristiques de la classe sur le concept de soi scolaire. Ce dernier a été mesuré suivant deux dimensions : le concept de soi en lecture et le concept de soi en mathématiques. L’étude est basée sur un échantillon de 4787 élèves de quatrième année primaire fréquentant 80 classes et 49 écoles de deux villes de la République Démocratique du Congo. Les données ont été collectées à l’aide du questionnaire de renseignements sur l’élève, du questionnaire d’autodescription et des tests de lecture et de mathématiques. Elles ont été traitées par l’analyse multiniveau multivariée. Les résultats montrent que le concept de soi mesuré au début de l’année est un bon prédicteur du concept de soi mesuré à la fin de l’année scolaire. Les résultats montrent aussi que le niveau cognitif de l’élève influe positivement sur le concept de soiscolaire. Au niveau de la classe, seuls l’expérience professionnelle de l’enseignant et le score moyen obtenu par les élèves à l’échelle du rapport à l’école affectent significativement le concept de soi en lecture. Les limites et les perspectives de l’étude sont également discutées dans cet article

Education Aspirations among Young People in Peru and their Perceptions of Barriers to Higher Education

Results from the Young Lives survey show the existence of a gap between young people’s aspirations for higher education and their actual chances of accessing this level of education. This paper uses qualitative information from Young Lives in order to gain a deeper understanding of young people’s aspirations as well as their perceptions of the main barriers preventing them from achieving these aspirations. More specifically the researchers analyse how aspirations are formed, to what extent they are related to parents’ educational aspirations for their children, and if they are stable or tend to change over time. The authors find high educational aspirations among low-income young people and their caregivers and they establish that education is highly valued by Peruvian families. The aspirations of young people and their caregivers are influenced by caregivers’ educational history and experiences. The longitudinal nature of the data, both quantitative and qualitative, allowed us to identify that young people’s, and particularly caregivers’, educational aspirations were not static and changed over time, mainly in response to changes in the socio-economic status of the family. The study also identified several barriers preventing low-income youth in urban and rural areas from realising their educational aspirations. Besides economic and psychological barriers (mainly experienced as lack of family support), the results of this paper point out to the existence of additional barriers such as a lack of information available to secondary school seniors (and their parents) about higher education (what and where to study and how to apply) and the fact that schools are not playing an active role in preparing students for a transition to higher education. Based on these results, the study discusses policy recommendations aimed at overcoming those barriers

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De sterke en zwakke punten van het Vlaamse secundair onderwijs belicht vanuit onderwijsonderzoek

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Boekbespreking 'Academisch schrijven. Een praktische gids'. (L. De Wachter & L. Van Soom)

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Vergeet de leraren niet (opiniestuk op De Redactie.be)

http://deredactie.be/cm/vrtnieuws/opinieblog/opinie/1.1648659status: publishe