Analyse des systèmes éducatifs

• School choice and the quasi-school market
• School segregation and its consequences
• Comparing the equity of education systems: contributions and limitations of PISA surveys
• School inequalities and conceptions of equality
• How to measure school inequalities?
• Repetition, its effects, its functions
• Education in the media
• Gender stereotypes and education

At the end of the theoretical course, students should be able to:

• Situate their action as psychologists/pedagogues within an educational system of which they will understand the issues in terms of organization.
• Define the fundamental concepts related to the analysis of educational systems.
• Distinguish the methodological approaches used in educational systems analysis.
• Understand the results of research on education systems.

Required and corequired courses

Cours co-requis

Lectures: ex-cathedra presentations, debates, questions and answers, reflections in sub-groups

Contribution to the teaching profile

Introduction to a scientific research process

• Identify the epistemological paradigm and theoretical framework used in a research project
• Identify and select relevant sources in relation to a research question
• Formulate a research hypothesis based on logical arguments
• Characterize the research methods to be applied according to the type of data
• collected
• Apply data analysis methods to test research hypotheses
• Argue a research result based on the method used
• Identify and situate oneself in relation to issues in the psychological sciences, education and speech therapy

• Analyze societal issues in light of theoretical knowledge
• Identify approaches, methods, analysis and intervention tools for psychological, pedagogical and/or speech therapy evaluation
• Distinguish between the different levels of analysis (e.g. biological, developmental, psychosocial, inter-individual, etc.) that allow for the understanding of a psychological fact

References, bibliography, and recommended reading

Required reading:

• Felouzis, G. (2020). Les inégalités scolaires. Presses Universitaires de France. https://www-cairn-info.ezproxy.ulb.ac.be/les-inegalites-scolaires--9782715403536.htm 
• Felouzis, G., & Charmillot, S. (2012). Les enquêtes PISA. Presses Universitaires de France. https://www-cairn-info.ezproxy.ulb.ac.be/les-enquetes-pisa--9782130594574.htm 

Other recommended reading:

• Chapelle, G., & Meuret, D. (Eds.). (2006). Améliorer l'école. Presses Universitaires de France.
• Draelants, H., Dupriez, V., & Maroy, C. (2011). The school system. CRISP.
• Draelants, H. (2018). How school remains unequal: Understanding for better reform. Presses universitaires de Louvain.
• Buisson-Fenet, H., & Rey, O. (Eds.). (2017). What is the use of international comparison in education? ENS Éditions. http://books.openedition.org/enseditions/7547

Contacts

nathanael.friant@ulb.be
The UV is the privileged channel of communication.

Campus

Solbosch

Method(s) of evaluation

• Other

Other

The exam is written and organized in the form of a multiple choice questionnaire (MCQ). 

Mark calculation method (including weighting of intermediary marks)

Written exam: 100% of the final grade.

Language(s) of evaluation

• french