DI-UMONS : Dépôt institutionnel de l’université de Mons

Recherche transversale
(titres de publication, de périodique et noms de colloque inclus)
2010-08-31 - Colloque/Abstract - Anglais - page(s)

Dandoy Alix, Demeuse Marc , Franquet Alexandra, Friant Nathanaël , Hourez Jonathan, "Designing school-level indicators in French Speaking Belgium" in Educational Change in the Global Context, Prague, République Tchèque, 2010

  • Codes CREF : Politique de l'éducation (DI4415), Sociologie de l'éducation (DI4142), Pédagogie (DI4610)
  • Unités de recherche UMONS : Méthodologie et formation (P316), Systèmes d'information (S832)

Abstract(s) :

(Anglais) The educational system in the French Community of Belgium, organised as a quasimarket (Maroy, 2006), foster important segregations between schools. In this context, the public authority has little leverage to encourage social mix within schools. One of them consists in promoting schools‘ autonomy by making them able to monitor educational outcomes (Pelgrum & Stoel, 1996, cited by Demeuse & Baye, 2001). In this case, the schools are regarded as real units, and not simply operators undergoing a certain number of educational policies (Ross & Levacic, 1999). In this research, going by the ?pilotage? model proposed by Demeuse and Baye (2001), we present the design of indicators aiming at providing school directors some information on their school status regarding segregation and relegation mechanisms. These different indicators could inform the school directors about the school level mechanisms that have a systemic impact and create segregations and, therefore, help them determine and implement actions. Going by the ?pilotage? model by Demeuse & Baye, (2001), we postulate that there is a definition, at least temporary, of an ?ideal state?, i.e. a target to reach. Pursuing this target, the ?pilotage? consists in four steps: collecting information, diagnosing, determining the actions, and implementing solutions.