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EDUC-E201

Analyse des systèmes éducatifs

academic year
2024-2025

Course teacher(s)

Nathanaël FRIANT (Coordinator)

ECTS credits

5

Language(s) of instruction

french

Course content

  • 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

Objectives (and/or specific learning outcomes)

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.

Prerequisites and Corequisites

Cours co-requis

Teaching methods and learning activities

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

Situate concrete questions within the sub-disciplines of psychology
  • 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

Other information

Contacts

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

Campus

Solbosch

Evaluation

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

Programmes