Quelle politique pour permettre aux élèves en difficulté de mieux réussir: Le dédoublement des classes ou les enseignants surnuméraires?
What policy to enable pupils in difficulty to succeed better: Duplication of classes or supernumerary teachers?
Author(s): Bernard HUGONNIERSubject(s): Social Sciences, Education, School education, Educational Psychology, State/Government and Education
Published by: Ediktura Beladi
Keywords: policy; compensatory education; split classrooms; co-education;
Summary/Abstract: Introduced in France in 1981, compensatory education policy has since been a failure. As a result, the current government has recently decided to improve the situation by introducing split classrooms in deprived areas during the first two years of schooling. The previous government chose another approach that of co-education. Short-lived, this policy will not have had time to demonstrate its effectiveness. This article first tries to understand the reasons for the failure of the compensatory education policy since 1981 and then to evaluate which of the two policies – split classrooms on one hand and co-education on the other, has the greatest chances of success, i.e. helping students to improve their school performance.
Journal: Revista Universitară de Sociologie
- Issue Year: XV/2019
- Issue No: 1(HorsSer)
- Page Range: 50-60
- Page Count: 11
- Language: French