By Paul Bélanger, Ettore Gelpi (auth.), Dr. Paul Bélanger, M. Ettore Gelpi (eds.)

The simple goal of this exact factor is to target the profound switch of tendency in schooling that's occurring at either the nationwide and interna­ tional point. At a time whilst schooling and lifetime studying are more and more merging into one approach, it is very important study the ways that edu­ cational rules and practices are evolving. as a result, we invited quite a few members, either women and men, coming from diversified areas and encompassing either learn and perform, to spot major phenomena and developments which are indicative of the ways that structures of schooling are responding to new social and cultural calls for. We requested our members to teach how academic truth in numerous international locations isn't any longer restrained in the temporal and spatial limits of institutional schooling, to point how types of academic perform are altering, to envision the level to which the normal cycles of human existence are transferring their barriers, and to explain how those adjustments are mani­ festing themselves in numerous nationwide contexts in either South and North. We additionally requested our authors to pose questions raised by means of this academic revolution. we've integrated 17 contributions, the various authors analysing par­ ticular nationwide events, others drawing questions and observations from their very own reports or taking a looking out examine schooling from the point of view of a pragmatic involvement in social iSl>ues or from a history of study into well known arts and traditions.

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Before their adoption in the 900 Schools Programme, workshops had been used for a decade in non-formal education and were subject to several evaluations which demonstrated their effectiveness. References Briones, G. et al. 1991. Evaluaci6n de Talleres de Aprendizaje. Santiago: PIlE. Mimeo. Cardemil, C. 1991. EI proceso pedag6gico en el aula. EvaLuaci6n del Programa de Mejoramiento de la CaUdad en las Escuelas Pobres Vol 3. Santiago: CIDE. Cardemil, C. and Latorre, G. 1992. EI programa de las 900 escuelas: ejes de la gesti6n y evaluaci6n de su impacto.

Cette disposition engage Ie Benin a transformer la formation initiale des enseignants en une formation qui les predispose a une auto-formation permanente, certes difficile, mais fort concluante. La reforme de 1975 et La formation continue des enseignants L'originalite de ce mode de formation merite qu'on en fasse ici une breve description a travers la demarche pedagogique qui fut adoptee, et qui etait communement connue sous I' appelation "Operation Education et Developpement" (OED). Mais il importe auparavant de signaler Ie depaysement observe chez I'enseignant beninois lorsqu'il fut place dans un espace educatif 231 different de celui auquel Ie predisposait sa formation initiale.

Evaluaci6n de Talleres de Aprendizaje. Santiago: PIlE. Mimeo. Cardemil, C. 1991. EI proceso pedag6gico en el aula. EvaLuaci6n del Programa de Mejoramiento de la CaUdad en las Escuelas Pobres Vol 3. Santiago: CIDE. Cardemil, C. and Latorre, G. 1992. EI programa de las 900 escuelas: ejes de la gesti6n y evaluaci6n de su impacto. Santiago: UNESCOIOREALC. Mimeo. 221 Edwards, V. et al. Capacitaci6n de Supervisores y Perfeccionamiento Docente. Evaluacion del Programa de Mejoramiento de la Calidad en las Escuelas Probes Vol 2.

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