L’organisation de l’apprentissage systématique

La réflexion sur un nouveau concept de l’éducation de base s’appuie sur deux arguments nés de l’observation des évolutions actuelles : les finalités de l’éducation doivent être pensées par rapport à la « cible mouvante » que constituent les changements sociaux, économiques et technologiques, mais aussi dans la perspective d’une « éducation sans fin ». Le contenu et les méthodes d’enseignement de l’éducation de base auront pour objectif de développer la double capacité de s’approprier les formes de la modernité et de participer à ses pratiques, par la mise en place de l’organisation d’un apprentissage systématique. Cet apprentissage est celui de la réflexion conceptuelle qui permet de « penser par soi-même » - enjeu majeur pour que le droit à l’éducation ait une véritable portée universelle.In developing a new concept for basic education, we must tackle the challenges raised by two arguments. Firstly education goals must take account of the ’moving target’ - such as shifts in society, economics and technology - and second of the ’no finish line’ argument. To this end, the content and teaching methods for basic education should seek to develop the ability to grasp new aspects of modernity and participate in their advancement, and to organize systematic learning. It implies a conceptual understanding and teaches individuals to "think for themselves" - an objective which is central to provide a universal right of basic education for all.La reflexión sobre un nuevo concepto de la educación de base se apoya sobre dos conceptos emitidos tras la observación de las evoluciones actuales. Conviene discurrir en las finalidades de la educación relacionándolas con una "meta evolutiva (los cambios sociales, económicos y tecnológicos) pero también en la perspectiva de una "educación sin fin". El objetivo del contenido y de los métodos de enseñanza de la educación de base es desarrollar una capacidad doble : integrar la modernidad y practicarla mediante la organización de un aprendizaje sistemático. Este aprendizaje resulta en la reflexión conceptual que permite "pensar por sí mismo" - reto decisivo para que el derecho a la educación tenga una verdadera influencia universal

L’éducation de base confrontée aux préoccupations culturelles et sociales

Six points ont été soulevés au cours des interventions qui portaient sur les thèmes suivants : pour une réforme de l’enseignement : l’éducation de base prépare-t-elle tous les élèves à une éducation tout au long de la vie ? éducation et mondialisation en Tunisie, une nouvelle approche de l’éducation : la population adulte et l’éducation tout au long de la vie, le concept d’éducation intégrale : une expérience menée au Cameroun face aux défis du sida, éducation et société multiculturelle. En p..

Technology-Based Disease Management: A Low-Cost, High-Value Solution for the Management of Chronic Disease

Background: Although information technology applications are part of all disease management programs, most programs involve extensive nurse interventions. Objective: To present clinical and financial outcomes data from One Health Plan's technology-based program(s), which provide asthma, diabetes mellitus, and cardiovascular care to over 90 000 participants. Methods: The programs are designed to support the health plan's patient population with asthma, diabetes, congestive heart failure, and coronary artery disease. Data from the health plan's medical and pharmaceutical claims were used to identify the total patient population. The program(s) use extensively mail, Internet, and Interactive Voice Response (IVR) services with only limited nurse interventions to engage the patients and intervene in their care. Patient engagement consisted of an introductory mailing supported by follow-up mailing. The objective was for the targeted patient to respond by completing a survey on paper, over the Internet, or via IVR. The CareResults SM program, uses participant-reported information to risk stratify the population and to track patients progress as part of the measurements of the program's results. The risk stratification algorithm scores the participant's clinical status and ability to self-manage their care. Both dimensions impact the participant's risk score, which in turn determines the follow-up activities. CareResults SM mails a personalized feedback booklet as part of a care kit to educate the participant on the current treatment protocols. The goal is to help the participant recognize good healthcare and teach them to work with their physicians to achieve this. Results: The programs demonstrate that improved outcomes can be rapidly achieved for a large number of participants without costly nurse interventions. One Health Plan offered the program to over 250 000 members in the year 2000 and had over 93 000 elect to participate. Improved clinical outcomes were demonstrated for asthma, diabetes, and the cardiovascular diseases. Highlights include a 55.2% increase in candidates with diabetes receiving glycosylated hemoglobin A1c test, and a 27% self-reported increase in the use of low-dose aspirin for participants with a cardiovascular condition. Financially, current analysis comparing 1999 costs to 2000 costs indicates that the program's per member per year net savings ranged from $US300 to$US1000 depending on the specific disease state. In all cases, the programs demonstrated a significant positive gross saving. Conclusion: One Health Plan's experience demonstrates that the technology-based CareResults SM program produces positive financial and clinical results without significant nurse interventions.Asthma, Cardiovascular disorders, Diabetes mellitus, Disease management programmes, Pharmacoeconomics