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Book

French

ID: <

10670/1.xn8nsz

>

Where these data come from
The school, six years after the ‘missions’ decree

Abstract

The ‘missions’ decree (1997), with the significant process of transforming the system it initiates, is a key milestone in school policy in the French Community of Belgium. The aim of this book is to question the reality of compulsory education 6 years after the enactment of that decree. The first chapter will contain the “missions” decree, the intentions underlying it and the school logics that have resulted from it. Next, on the basis of empirical research carried out by the Girsef, six important aspects of school realities will be asked, each based on two contributions: the strategies of actors in the context of inter-school competition, the effects of school policies on teaching work, the challenges and challenges of introducing the competency approach at secondary level, the dynamics of school regulation, the policies put in place to deal with the heterogeneity of school audiences within schools, the educational practices of teachers and their effects on pupils’ engagement in their schooling. Finally, the question of the very possibility of “renovating” the school system will be discussed in the last chapter. The Girsef is a group of researchers composed of psychologists, sociologists and economists. It was formed five years ago at the Catholic University of Louvain. Since then, its members have developed a great deal of work such as regulating school systems, the professional identities of teachers, redefining the role of schools, the involvement of pupils in their schooling, methods of producing educational inequalities, particularly in qualifying education, adult access to higher education, training and employment links, etc.

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