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Languages : fr
Pages : 0
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L'évolution de l'université durant la dernière décennie est affublée des qualificatifs de « désordre » et de « désarroi » (Kadri 2000) allant même à dire dans un article de presse que le système LMD approfondit les dysfonctionnements de l'Université.4 L'objectif de cet article est de montrer si la Réforme LMD engagée en 2003, répond aux problèmes identifiés par les chercheurs et les différents act. [...] Invoquant les inadéquations et les dysfonctionnements induits, « traduits par une incapacité du système d'enseignement supérieur classique à répondre efficacement aux défis majeurs imposés par l'évolution, sans précédent, des sciences et des technologies, de la globalisation de l'économie, de l'avènement de la société de l'information, de l'émergence de nouveaux métiers et enfin de la mondialisati. [...] Lorsque le Ministère de l'Enseignement supérieur et de la Recherche scientifique déclare que : « plus de trente années après la réforme de 1971 et les aménagements qui l'ont suivie, le moment est venu de 9. [...] Cette réforme ne se pose-t-elle pas plutôt dans le prolongement de la réforme de 1971? Le document portant réforme s'appuie sur les recommandations de la Commission nationale de réforme du système éducatif (CNRSE) et la stratégie décennale de développement du secteur pour la période 2004-2013. [...] La restructuration des formations avec des cursus diplômants, variable d'un établissement à un autre, une disparition de fait de tous les comités pédagogiques et de toutes les structures d'évaluation, de co- ordination, de régulation et d'homogénéisation consacrant ainsi le passage d'un système de répartition des flux à un système de régulation de flux pour aboutir à un système d'orientation basé.
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Languages : fr
Pages : 0
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L'évolution de l'université durant la dernière décennie est affublée des qualificatifs de « désordre » et de « désarroi » (Kadri 2000) allant même à dire dans un article de presse que le système LMD approfondit les dysfonctionnements de l'Université.4 L'objectif de cet article est de montrer si la Réforme LMD engagée en 2003, répond aux problèmes identifiés par les chercheurs et les différents act. [...] Invoquant les inadéquations et les dysfonctionnements induits, « traduits par une incapacité du système d'enseignement supérieur classique à répondre efficacement aux défis majeurs imposés par l'évolution, sans précédent, des sciences et des technologies, de la globalisation de l'économie, de l'avènement de la société de l'information, de l'émergence de nouveaux métiers et enfin de la mondialisati. [...] Lorsque le Ministère de l'Enseignement supérieur et de la Recherche scientifique déclare que : « plus de trente années après la réforme de 1971 et les aménagements qui l'ont suivie, le moment est venu de 9. [...] Cette réforme ne se pose-t-elle pas plutôt dans le prolongement de la réforme de 1971? Le document portant réforme s'appuie sur les recommandations de la Commission nationale de réforme du système éducatif (CNRSE) et la stratégie décennale de développement du secteur pour la période 2004-2013. [...] La restructuration des formations avec des cursus diplômants, variable d'un établissement à un autre, une disparition de fait de tous les comités pédagogiques et de toutes les structures d'évaluation, de co- ordination, de régulation et d'homogénéisation consacrant ainsi le passage d'un système de répartition des flux à un système de régulation de flux pour aboutir à un système d'orientation basé.
Author: Daniel Franck Idiata
Publisher:
ISBN: 2296601898
Category :
Languages : fr
Pages : 215
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Author: Nadia Idri
Publisher:
ISBN:
Category :
Languages : en
Pages : 15
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Background: In this article, we are going to present some details about the educational reform at the level of higher education (i.e. University level) taking the case of the University of Abderrahmane Mira, Bejaia. After a year of its application, we aim at mapping out the problems we have met during the last academic year and trying to find out the possible solutions. Our study is carried out in the English Department at the university of Bejaia and the subjects are first year level students inscribed in the new applied system in Algeria, i.e. the Licence/Master/Doctorat system (LMD). Our ultimate objective is to find out how LMD students of English have perceived and lived their new experience under the reign of the LMD system. Moreover, our aim is to establish the link between the efforts done to make this reform a success and the encountered problems which made this task difficult at all levels. Purpose: The ultimate aim of this study is to try to expose the problems our university encountered during the 2004/2005 application of the system. We have tried to group these problems from a teacher perspective through the observation phase and from the students' perspective through the results we could gather from the questionnaire we have administred. Setting: University of Abderrahmane Mira, Bejaia, Department of English; Study Sample: The administration of the questionnaire was carefully held. All LMD students are 369 in number divided into 14 groups. Five groups contain 27 students each and the remaining number (i.e. 8 groups) includes 26 students each. Thus, we have proceeded as follows: We have selected 100 students randomly to give a homogeneous chance to every student. The time of this operation was about 15 minutes per group. Research Design: Descriptive; Findings: Before revealing the results we obtained from the questionnaire items and interpreting them, we need to expose the problems we have found through the observation phase we followed during the first semester. These can be grouped in what follows: (1) The students' vision of the system was restricted to its form rather than its content as they were not aware of its goals, objective and the positive outcomes it may bring. They rather perceive only its difficulty and the heavy responsibility they have when studying all that large number of subjects; (2) The huge number of the students made it hard to control the situation either administratively or academically. The piloting phase needed a more limited number for better conditions; (3) Students did hardly attend their tutoring sessions and again, this is more or less related to their ignorance of both the objective of these sessions and their importance as well; (4) Many instructors did not change the schedule and the lectures' contents in the subjects they teach though the reform needs more new methods and revised curricula which serve the needs of not only the system but the learners in particular; (5) Though the LMD system calls for more cooperation and coordination between the teachers, we have noticed that students have been taught the same module differently. So, the input they are exposed to was not homogeneous the thing that varied the learners' standard and, thus, output; and (6) The evaluation system during the last year was not homogeneous as teachers use different evaluation techniques where a learner obtained very elevated marks in one subject and very an extremely poor outcome in another. This caused even a great debate and discussion. After the statistical readings of the obtained results from the students' answers, and after the interpretation of their responses; we have reached a very rich conclusion which goes even beyond our two hypotheses. Conclusion: For us to lead this research project towards its completion we have gone through a full description of the concepts included in the LMD system and, then, we have tried to reveal what the students think and feel about it through the experience they lived just a year ago. After data collection, an interpretation and analysis of the students' responses have been analysed and computerized for a statistical analysis of the questionnaire. The results we got authenticated the two hypothesis and our objectives have been reached. That is, the problem we have stated was a salient contribution to identify the problems teachers and students lived. However, this does not mean that the evaluation of the system is negative. We need to diagnose the problems for a better achievement in the coming experiences and for a better result with coming generation. One cannot ignore the efforts our government spent to make this reform successful. On cannot further ignore the willingness our university has to take this heavy responsibility though the available means are very limited especially with the problem of the specialised teachers we need for tutoring and supervising our students. Citation: References 1. Commission des Programmes Universitaires. (2004) Cursus des Licences en Langues Etrangeres. Ministere de l'Enseignement Superieur et de la Recherche Scientifique, Avril 2004, Alger, Algerie; 2. Faculty des Lettre et des Sciences Humaine de l'Universite de Bejaia (2005). Guide d'Information sur le Systeme LMD (Licence-Master-Doctorat), Mars 2005, Bejai. Survey instrument is appended. (Contains 2 notes.).
Author: Lamine, Bechir
Publisher: UNESCO
ISBN: 9231041746
Category : Education, Higher
Languages : en
Pages : 771
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Author: Munīr Bashshūr
Publisher: Institut Français du Proche-Orient
ISBN:
Category : Education, Higher
Languages : fr
Pages : 236
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Author:
Publisher:
ISBN:
Category : Sociology
Languages : fr
Pages : 504
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Author: Curtis J. Bonk
Publisher: Wiley + ORM
ISBN: 1118429575
Category : Business & Economics
Languages : en
Pages : 502
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Book Description
This comprehensive resource highlights the most recent practices and trends in blended learning from a global perspective and provides targeted information for specific blended learning situations. You'll find examples of learning options that combine face-to-face instruction with online learning in the workplace, more formal academic settings, and the military. Across these environments, the book focuses on real-world practices and includes contributors from a broad range of fields including trainers, consultants, professors, university presidents, distance-learning center directors, learning strategists and evangelists, general managers of learning, CEOs, chancellors, deans, and directors of global talent and organizational development. This diversity and breadth will help you understand the wide range of possibilities available when designing blended learning environments. Order your copy today!
Author: Luescher, Thierry M.
Publisher: African Minds
ISBN: 192833122X
Category : Education
Languages : en
Pages : 282
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Book Description
The second volume of the African Higher Education Dynamics Series brings together the research of an international network of higher education scholars with interest in higher education and student politics in Africa. Most authors are early career academics who teach and conduct research in universities across the continent, and who came together for a research project and related workshops and a symposium on student representation in African higher education governance. The book includes theoretical chapters on student organising, student activism and representation; chapters on historical and current developments in student politics in Anglophone and Francophone Africa; and in-depth case studies on student representation and activism in a cross-section of universities and countries. The book provides a unique resource for academics, university leaders and student affairs professionals as well as student leaders and policy-makers in Africa and elsewhere.
Author: Mieke Lunenberg
Publisher: Springer Science & Business Media
ISBN: 9462095183
Category : Education
Languages : en
Pages : 170
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This book is a review of more than twenty years of international research on teacher educators. It offers a solid overview of what is known about the professional roles, professional behaviour and professional development of teacher educators. A systematic analysis of the focus, methods and data sources of 137 key publications on teacher educators make this book into an important reference work for everyone interested in the work of and research on teacher educators. There is a growing consensus that teacher educators largely determine the quality of teachers and hence, the quality of education. Through this book, Lunenberg, Dengerink and Korthagen provide not only insights into the various roles of teacher educators and the complexity of their work, but they also discuss building blocks for ongoing structured and in-depth professional development. The authors clarify that if we wish to take ‘being a teacher educator’ seriously, it is imperative that we build our understanding on research data. The book shows that although the number of studies on teacher educators is growing, the research in this field is still scattered. The authors highlight the need to create a coherent research programme on teacher educators and provide concrete suggestions for such a programme.
Author: George Brown
Publisher:
ISBN: 9781903934029
Category : Lectures and lecturing
Languages : en
Pages : 23
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