Summary In many countries, the access for a minimum of education is not guaranteed to all. Concerning the children suffering from handicaps, basic school acquisition supposes capable structures to accommodate them, especially trained teachers and material available to the accessible format. All these preconditions are not joined together in...
, , , Colloque 2011, Academic achievement, Disability, Éducation inclusive, Education Policies, égalité des chances, Equal opportunities, Handicap, Inclusive education, Politiques éducatives, Réussite scolaire, 0
Abstract This paper provides an analysis of the relationship between educational policies of inclusion in Sub Saharan Africa and school achievement in relation to learners with disabilities. The principle of equal opportunities at school requires the definition of a common framework and the establishment of systems to provide different...
, , , Articles des membres, Thèses au RAIFFET, Cameroon, Disability, Educational policies, France, Inclusive education, Sub saharan Africa, Teachers, 0
The discourse of experts and international organizations, as well as the initiatives of policies and movements in favor of emancipation and the place of people with disabilities, are oriented towards the construction of a school for all (Ainscow, 1991; Sen, 1992; UNESCO, 1990; UNESCO, 1994; UNESCO, 2000; UN, 2000;...
, , , Colloque 2014, enseignement professionnel, Enseignement technique, planification de l’éducation, système éducatif, 0
Résumé Parti des missions assignées à une direction du ministère de l’Éducation nationale, le cadre règlementaire de l’enseignement technique et professionnel au Cameroun a évolué au cours du temps, débouchant sur la création des ministères ayant en charge et de manière spécifique les questions d’enseignement technique et professionnel ;...