Libode district is a rural district within the Eastern Cape Province. It has forty-two senior secondary schools. All schools in Libode district offer the English subject as the first additional language (second language). Schools in Libode district use English as the medium of instruction. English as the medium of instruction was seen by the National Department of Education as an important aspect of teaching and learning and as an effective tool through which teachers and learners can express their knowledge. The pass rate of grade twelve learners had declined from 2004 showing very low success rates. The quality of grade twelve results in English had deprived learners of their future career prospects. This treatise investigated the factors that might have affected the pass rate of grade twelve learners with specific reference to the English subject: a case study of selected schools in Libode district. A sample of 165 grade 12 learners and six English teachers from randomly selected senior secondary schools participated in the study. The study used both quantitative and qualitative approaches. Some factors affecting the pass rate of grade twelve learners with specific reference to the English subject were identified which included the non-implementation of English as medium of instruction, the non-availability of teaching facilities, and the influence of the mother tongue on the English subject. The treatise offers some recommendations such as improved in-service training on language teaching, assessment techniques and learner-centredness, involvement of all education stakeholders in the implementation of English as a language of teaching and learning, and the provision of teaching facilities in schools.

L’étude des élèves en situation scolaire difficile dans les classes dominantes nous permet un autre éclairage quant à la construction de l’idée d’échec. Les enfants issus de milieux très favorisés bénéficient d’un cumul de capitaux leur assurant théoriquement la reproduction de leur posture et de leur niveau social. Cependant on observe au sein même de ces classes des situations d’échec non négligeables. À travers une recherche ethnographique dans des établissements scolaires privés sous contrat très favorisés de Bordeaux et d’une immersion ethnographique dans les classes dominantes, ce travail décrit les modes de construction sociale de l’idée même d’échec dans ces classes ainsi que des formes de rattrapage des « repris de justesse ».La thèse montre à quel point les établissements scolaires d’excellence créent eux-mêmes de l’échec dans ces classes sociales. L’étude des normes d’excellence et des distances à celles-ci, montre à quel point une culture d’établissement trop forte et tournée exclusivement vers les codes des classes favorisées est créatrice d’échec pour les plus éloignés de ces normes et des règles théoriquement inhérentes aux classes supérieures. L’étude montre également comment par la quotidienneté, des établissements se mettent au service d’une classe entière afin de récupérer ces « repris de justesse » et leur assurer la perpétuation attendue. Loin d’une attitude rationnelle de rupture volontaire avec les codes de leur classe, ces élèves en situation d’échec sont les produits des structures même des classes dominantes et des établissements scolaires qui les accueillent. / The study of students from the upper classes in difficulty at school offers a different perspective on the idea of failure. Children from very advantaged backgrounds benefit from a variety of assets, which, in theory, guarantee their position and social status. Within these classes, however, significant situations of failure can be observed.Through ethnographic research in Bordeaux's private schools under contract, and ethnographic immersion in the dominant classes, this work describes the types of social constructions of the idea of failure in these classes and forms of remedial for children of ruling classes in failure.This thesis shows how elite schools themselves create a kind of failure in their social classes. The study of the gap between actual performance and the expected standards of excellence in highly respected institutions shows how a strong school culture which exclusively adheres to the codes of the privileged classes could lead to school failure even in children far removed from the rules and values of the upper classes. The study also shows how institutions are at the service of an entire class to retrieve their own children from failure and ensure the perpetuation expected. Far from a rational attitude of deliberately breaking away from the codes of their class, these failing students are the product of the same structures of the dominant classes and schools that host them

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2018-04-23T19:15:42Z No. of bitstreams: 1 Idalina Rosa Mendes da Rocha Sa.pdf: 1214421 bytes, checksum: 19ab1142a85e87e19c884461f6c472f9 (MD5) / Made available in DSpace on 2018-04-23T19:15:42Z (GMT). No. of bitstreams: 1 Idalina Rosa Mendes da Rocha Sa.pdf: 1214421 bytes, checksum: 19ab1142a85e87e19c884461f6c472f9 (MD5) Previous issue date: 2018-03-27 / School failure, a multifaceted phenomenon, historically built and strongly rooted in the Brazilian educational system has been, over the years, a reason for concern and studies by many researchers in the area. As a result of purely summative and classificatory evaluations, there is much evidence of how severe their consequences can be to the learning process, social and psychological development of the students experiencing it, but these findings have not been enough to make the reproof no longer be considered as pedagogical resource that motivates students to study, to discipline themselves and to learn more. Considering that, the objective of this study was to verify what the high school students of IFPI / Campus Floriano think about the school failure experienced by them, and also to analyze the implications of school failure to the life and educational experiences of a high school student of IFPI (Campus Floriano), from the perspective of the students themselves. It is a bibliographical research complemented by a field research that had two moments of data gathering, the first of which happened next to the Coordination of Academic Control - CCA of IFPI Floriano Campus where data were collected on student school failures between years 2012 and 2016. The second moment was based on reflective interviewing and as participants 15 (fifteen) students who experienced school failure during high school. Data analysis was performed following the content analysis. The results showed how much the students themselves internalize a sense of guilt that the school failure occurred due to their own responsibility, as well as the impacts of the school failure being reflected in the family environment, in the dreams that needed to be put off and in the students' feelings. The family, along with the student, lives the failure and often feels frustrated, disappointed, even feeling like they failed too. Dreams and / or plans are impacted from the perspective that these students feel delayed because of their failure. Feelings of sadness, discouragement, despair, embarrassment, shame, guilt, fear, disappointment and frustration, even insecurity about his own learn ability also thoughts about the possibility of dropout were aroused from the school failure. As a counterpart to all these negative feelings and even acknowledging its existence, students reinforce the idea that failure can be a development factor of resilience in the school environment when they believe that it is not an experience that bad, since it lead them to learn more, become more mature and even seek their overcoming. About the school institution and the evaluative methods that are developed there, the results signal to the fact that the students, in spite of totally assuming their guilt for their failure, think about this based on their own principles of justice and injustice. They do not agree with the summative evaluations and make clear the desire to be evaluated, also, in the qualitative aspects. / La reprobación escolar, fenómeno multifacético, históricamente construido y fuertemente arraigado en lo sistema educacional brasileño he sido, por muchos años, motivo de preocupación y estudios por muchos investigadores del área. Por ser resultado de avaluaciones solamente sumativas y clasificatorias, existen muchas evidencias de cómo son severas y cuáles son sus consecuencias en el proceso de aprendizaje, desarrollo social y psicológico de los alumnos que la vivencian, pero las constataciones non son suficientes para que la reprobación deje de ser considerada como recurso pedagógico que motiva los alumnos a estudiaren, a disciplinaren se y a aprendieren cada vez más. Con esta investigación se he buscado verificar lo que piensan los alumnos de la secundaria de lo Instituto Federal de la provincia de Piauí y de la ciudad de Floriano a respecto de la reprobación escolar por ellos vivida y, por lo demás, analizar que implicaciones la reprobación escolar trae a su vida y a las vivencias educacionales de un alumno de la secundaria de este Instituto en la perspectiva de los propios alumnos. Tratase de una pesquisa bibliográfica que se complementa por una pesquisa de campo que tuve dos momentos de coleta de dados, siendo que lo primero se dio junto a la Coordinación de lo Controle Académico – CCA de lo IFPI Campus Floriano donde fueron recogidos dados numéricos referentes a las reprobaciones de alumnos entre los años 2012 e 2016. El segundo momento hube por instrumento la entrevista reflexiva y como participantes 15 (quince) alumnos que vivenciaran la reprobación durante la Secundaria. La analice de los dados fui realizada de acuerdo con las ideas de la analice de contenido. Los resultados indicaron lo cuanto los propios alumnos internalizan un sentimiento de culpa de que la reprobación escolar ocurre por responsabilidad únicamente suya, así como apuntan impactos de la reprobación que se reflecten en lo ambiente familiar, en los sueños que precisaran ser postergados y en los sentimientos de los alumnos. La familia, juntamente con lo alumno, vive la reprobación y se siente, por veces, frustrada, decepcionada, llegando a sentir se también reprobada. Los sueños y planes son impactados a partir de la perspectiva de que los alumnos se sienten atrasados por conta da reprobación. Sentimiento de tristeza, de desánimo, de desespero, de vergüenza, de culpa, de medo, de decepción y de frustración y de inseguridad a respecto de su capacidad de aprender e el pensamiento sobre la posibilidad de evasión fueron despertados a partir da reprobación. En contrapartida a todos estos sentimientos negativos y mismo reconociendo la existencia de ellos, los alumnos refuerzan la idea de que la reprobación puede ser un factor de desarrollo de la resiliencia en nel ambiente escolar cuando creen que no es una vivencia de todo mala, pues ha hecho con que aprendiesen más y pudieran buscar la superación. A respecto de la institución escolar y sus métodos evaluativos los resultados señalizan para el hecho de que los alumnos, mismo asumiendo por completo su culpa por la reprobación, piensan así teniendo por base sus principios de justicia y injusticia. No están de acuerdo con las avaluaciones sumativas y dejan claro lo deseo de ser avaluados, también por los aspectos cualitativos. / A reprovação escolar, fenômeno multifacetado, historicamente construído e fortemente arraigado no sistema educacional brasileiro tem sido, ao longo dos anos, motivo de preocupação e estudos por muitos pesquisadores da área. Sendo resultado de avaliações puramente somativas e classificatórias, existem muitas evidências do quão severas podem ser suas consequências ao processo de aprendizagem, desenvolvimento social e psicológico dos alunos que a vivenciam, mas essas constatações não têm sido suficientes para que a reprovação deixe de ser considerada enquanto recurso pedagógico que motiva os alunos a estudarem, a se disciplinarem e a aprenderem mais. Diante disso, objetiva-se verificar o que pensam os alunos do Ensino Médio do IFPI/Campus Floriano sobre a reprovação escolar por eles vivenciada e, ainda, analisar que implicações a reprovação escolar traz à vida e às vivências educacionais de um aluno do Ensino Médio do IFPI (Campus Floriano), na perspectiva dos próprios alunos. Trata-se de uma pesquisa bibliográfica complementada por uma pesquisa de campo que teve dois momentos de coleta de dados, sendo que o primeiro se deu junto à Coordenação de Controle Acadêmico – CCA do IFPI Campus Floriano, onde foram coletados dados numéricos referentes às reprovações de alunos entre os anos 2012 e 2016. O segundo momento teve por instrumento a entrevista reflexiva e como participantes 15 (quinze) alunos que vivenciaram a reprovação durante o Ensino Médio. A análise dos dados foi realizada seguindo a análise de conteúdo. Os resultados indicam o quanto os próprios alunos internalizam um sentimento de culpa de que a reprovação escolar aconteceu por responsabilidade unicamente sua, assim como apontam impactos da reprovação sendo refletidos no ambiente familiar, nos sonhos que precisaram ser postergados e nos sentimentos dos alunos. A família, juntamente com o aluno, vive a reprovação e sente-se, por vezes, frustrada, decepcionada, chegando, até mesmo, a sentir-se também reprovada. Os sonhos e/ou planos são impactados a partir da perspectiva de que os alunos se sentem atrasados por conta da reprovação. Sentimento de tristeza, de desânimo, de desespero, de constrangimento, de vergonha, de culpa, de medo, de decepção e de frustração e, ainda, de insegurança acerca da sua própria capacidade de aprender e o pensamento acerca da possibilidade de evasão foram despertados a partir da reprovação. Em contrapartida a todos esses sentimentos negativos e mesmo reconhecendo a existência deles, os alunos reforçam a ideia de que a reprovação pode ser um fator de desenvolvimento da resiliência no ambiente escolar quando acreditam que não é uma vivência de todo ruim, pois fez com que aprendessem mais, amadurecessem, buscassem a superação. Sobre a instituição escolar e os métodos avaliativos que são desenvolvidos, os resultados sinalizam para o fato de os alunos, mesmo assumindo inteiramente sua culpa pela reprovação, pensarem sobre o fenômeno baseando-se nos seus princípios de justiça e injustiça. Não concordam com as avaliações somativas e deixam claro o desejo de serem avaliados, também, nos aspectos qualitativos.

In South Africa, the Eastern Cape Province (ECP) has shown the lowest matriculation pass rates for most of 1994 to 2002. This has led to great academic and media focus on the managerial and leadership role of school principals, which became the inspiration for this education management study. The researcher investigated a school principal's efficiency and effectiveness in a school system, and the detrimental impact on learner academic achievement should these vital skills be lacking. Thus, the role of the school principals at schools with low matriculation pass rates was probed to reveal shortcomings in the level of their commitment, and how these could be rectified. The researcher completed a qualitative research study at four schools with low matriculation pass rates in the Eastern Cape Province. The empirical study confirmed that learners at many schools with low matriculation pass rates are subjected to poor infrastructure and overcrowding. Furthermore, the school principals did not create school atmospheres conducive to teaching and learning, and neglected to foster open communication between the school stakeholders. The study found that the school principal's management and leadership role was not based on the belief that all learners are worthy of being taught under the best possible educational conditions. The teachers are required to promote learner academic interests, made possible through efficient classroom management, to sustain teacher quality, and to ensure learner academic achievement, yet they are subjected to poor working environments and ill-disciplined learners. This study nevertheless emphasises that all school stakeholders are accountable for low matriculation pass rates, but that it is the responsibility of the school principals to institute corrective measures. It highlights that parents can enhance learner academic progress through their active involvement in their children's learning process and the provision of home environments conducive to learning. There is a need to guide school principals and school stakeholders to make every educational effort to improve the current low matriculation pass rates in the ECP. Relevant recommendations and a suggested model to rectify the situation are proposed to ensure that all learners receive the quality of education they deserve. / Faculty of Education / D.Ed. (Teacher Education)

The exploratory study investigated school related factors responsible for high matriculaion failure rates in physical science in public high schools of Alexandra Township in South Africa. The target population included all Further Education and Training (FET) science educators and learners in Alexandra Township. An extreme-case sampling method was used to select a sample of two schools. Data was collected through two different closed questionnaires, one for educators (n=10) and the other for learners (n=250). The results were analyzed using mainly descriptive tatistics. The results, according to the views and opinions of educators and learners showed that the main causes of high failure rates are poor educator qualifications, outdated teaching methods, massive workloads, high levels of absenteeism and acute deficiencies in aspects related to: resources, subject content, classroom management skills, proficiency in language of instruction and assessment, motivation and perseverance. Recommendations for practice and policy are suggested. / Further Teacher Education / M. Ed. (Natural Science Education)

Text in Afrikaans / Die doel van hierdie ondersoek is om die ekstrinsieke en intrinsieke oorsake van leermislukking met spesifieke verwysing na skole in die Windhoek stadsgebied te bepaal en om aanbevelings te doen hoe om leermislukking teen te werk. Leermislukking en druiping is onrusbarend hoog in skole in die Windhoek stadsgebied. Nadat die Ministerie van Onderwys die semi-outomatiese promoveringstelsel ingestel het, het druiping afgeneem maar leermislukking het toegeneem omdat leerders gepromoveer word sander dat hulle sukses in die vorige graad behaal het. Volgens die literatuurstudie lê die oorsake van leermislukking by die ouerhuis, die skool, die omgewing en in die leerder self. Die empiriese ondersoek toon ooreenkomste met die literatuurstudie wat betref die oorsake van leermislukking. Om die oorsake teen te werk • moet onderwysers beter opgelei word • moet die ouers meer bewus gemaak word van hulle rot in die leersukses van hulle kinders. • is meer skoolgeboue en onderwysers nodig om kleiner klasse te bewerkstellig. / The purpose of this research is to establish the extrinsic and intrinsic causes of learning failure with specific reference to schools in the Windhoek municipal area and to make recommendations to counteract learning failure. Learning failure and grade failing are disconcertingly high in schools in the Windhoek municipal area. After the Ministry of Education implemented the semi-automatic promotion system, grade failing decreased, but learning failure increased because learners are promoted without achieving success in a prior grade. According to the literature study, the causes of learning failure are to be found in the home, the school, the environment, and the learner. Similarities regarding the causes of learning failure were found in the empirical investigation and the literature study. To counteract these causes • teachers should be better trained • parents should become more aware of their role in the learning success of their children • more school buildings and teachers are needed to limit class sizes. / Educational Studies / M. Ed. (Spesiale Behoeftes Onderwys)

L’Éducation Pour Tous mobilise la communauté internationale et les gouvernements depuis 1990. Cet engagement global renouvelé en 2000 sous l’auspice de l’UNESCO puis des Nations-Unies, porte notamment sur un objectif de base : l’universalisation de la scolarisation primaire complète pour tous les enfants d’âge scolaire à l’horizon de 2015. Plusieurs études sur la réalisation de cet objectif montrent que les pays en développement sont les plus à risque et que les progrès accomplis dans la plupart de ces pays, pourraient être plus importants si la pratique du redoublement faisait davantage l’objet de régulation et de contrôle. Cela contribuerait à améliorer la réussite scolaire et accroître la rétention des élèves au sein des systèmes éducatifs. La pratique du redoublement est en effet une tradition dans plusieurs systèmes éducatifs. Elle est particulièrement prépondérante dans certains groupes de pays ou régions, notamment en Afrique francophone au sud du Sahara. Dans ces pays, le PASEC - Programme d’Analyse des Systèmes Éducatifs de la CONFEMEN (Conférence des Ministres de l’Éducation Nationale des pays ayant le français en partage) - œuvre à améliorer l’accès à une éducation de qualité pour tous, par exemple, en informant les politiques sur la situation nationale du redoublement. Cette recherche sur le redoublement, la réussite scolaire et l’objectif de la Scolarisation Primaire Universelle (SPU) privilégie la dimension pédagogique, l’analyse empirique et étudie le cas du Sénégal. Elle présente et discute les indicateurs internationaux de suivi de l’objectif de la SPU, fait le point de l’état des connaissances sur le redoublement et la réussite scolaire et montre le défi que représente la réalisation de l’objectif de la SPU notamment dans les pays francophones d’Afrique sub-Saharienne. Exploitant les données existantes de l’enquête longitudinale de suivi de cohorte du PASEC au Sénégal entre 1995 et 2000, cette recherche examine le parcours scolaire des élèves en vue de la réalisation de l’objectif de la SPU. L’examen effectué combine des approches d’analyse transversale et longitudinale du redoublement et des apprentissages par rapport aux caractéristiques personnelles, familiales et scolaires de l’élève. Les résultats d’analyse montrent des variabilités, notamment par rapport aux caractéristiques personnelles de l’élève et à celles de sa classe et de son milieu de scolarisation. L’analyse longitudinale du redoublement s’est appuyée sur le diagramme de flux scolaire et a permis de produire un ensemble d’indicateurs d’efficacité interne du système éducatif du Sénégal. Pour la cohorte étudiée, du fait de l’importance des redoublements et des abandons scolaires, il faut en moyenne 9,4 années de scolarité pour que l’élève progresse du deuxième au sixième (dernier) grade du primaire. Seulement 39% de l’effectif de la cohorte survivent au dernier grade ce qui suggère que si cette tendance se maintenait, le Sénégal serait à risque de ne pas réaliser l’objectif de la SPU. Une évaluation de la situation courante à partir de données plus récentes serait requise. Le diagramme de flux scolaire constitue un outil de planification de l’éducation et représente de ce fait un important levier aux mains des autorités politiques pour agir sur les paramètres du système éducatif (paramètres liés à la qualité de l’éducation, à l’efficacité interne, etc.) afin de répondre à des objectifs spécifiques ou d’étapes pouvant conduire, par exemple, à la réalisation de l’objectif de la SPU. / The Education for All is mobilizing the international community and national governments since 1990. This global commitment which was renewed in 2000 under the auspices of UNESCO and the United-Nations has set a basic goal: the universalization of a complete primary education for all school-age children by 2015. Several studies on the achievement of this goal show that developing countries are most at risk and that progress in many of these countries could have been higher if the practice of grade repetition was better regulated and controlled. This measure would contribute to the improvement of academic achievement and increase retention within the education systems. Indeed, grade repetition practice is a tradition in several education systems. It is particularly overwhelming in some groups of countries or regions, especially in Francophone sub-Saharan Africa. In these countries, the PASEC – «Programme d’Analyse des Systèmes Educatifs de la CONFEMEN (Conférence des Ministres de l’Éducation National des pays ayant le français en partage)» - works to improve access to quality education for all, by for example, informing policies on the national situation of grade repetition. This research on grade repetition, school success and the Universal Primary Education (UPE) goal favors the pedagogical dimension, the empirical analysis and studies the case of Senegal. It presents and discusses the international indicators for UPE goal monitoring, takes stock of current knowledge on grade repetition and academic achievement and shows the challenge that represents the realisation of UPE goal especially in Francophone sub-Saharan Africa countries. By using the existing 1995-2000 PASEC longitudinal survey data in Senegal, this research examines pupils’ school careers toward the realisation of UPE goal. Transversal and longitudinal analyses of grade repetition and learning achievement based on the pupil’s personal, family and school characteristics have been used. Results from these analyses show variabilities related especially to individual, classroom and school location factors. The longitudinal analysis of grade repetition is based on the school flowchart which allows the calculation of a set of indicators about the internal efficiency of Senegal education system. For the cohort studied, due to the high grades repetition and dropout rates, pupils are required, on average, 9.4 years of schooling to progress from the second to the sixth (final) grade of primary. Only 39% of the initial cohort survives to the last grade, which suggests that if this trend remains unchanged, Senegal would be at risk of not achieving the UPE goal. An assessment of the current situation based on more recent data would be required. The school flowchart is an educational planning tool. Thus, it represents an important lever for political authorities to act on education system parameters (parameters related to education quality, internal efficiency, etc.) in order to effectively attain specific objectives or milestones resulting, for example, to the achievement of the UPE goal.

Beaucoup d'adolescents sous-estiment leur inconfort visuel, bien qu'il puisse affecter leur scolarité. La prévalence des troubles visuels chez des participants âgés de quinze à vingt-deux ans a été étudiée et les résultats obtenus ont été comparés à leur niveau scolaireEntre septembre 2012 et avril 2013, quatre cents jeunes gens âgés de quinze à vingt-deux ans ont répondu à un questionnaire relatif à des signes d’asthénopie, suivi d’un examen visuel (réfraction, fonctionnement accommodatif et vision binoculaire), afin de détecter des gênes visuelles dont ils pourraient ne pas être spontanément conscients. Lorsque des problèmes visuels ont été détectés, il a été proposé aux participants de passer un examen ophtalmologique et un bilan orthoptique. Puis, le niveau scolaire de ces quatre cents jeunes a été expertisé. Les participants ont ensuite été revus pour déterminer si le port d'une correction optique adaptée et/ou la prise en charge orthoptique ont permis d'obtenir une amélioration de la performance scolaire.Les résultats indiquent que le score au questionnaire est significatif pour prédire la probabilité d’avoir une faible performance scolaire et d’avoir des troubles visuels, que les anomalies de la réfraction et de l’accommodation ont un réel impact sur la performance scolaire et plus encore, que ce sont les troubles de la vision binoculaire qui sont les plus pénalisants. Surtout, l’absence d’une plainte visuelle spontanément exprimée ne permet pas de conclure à l’absence de problèmes visuels.Une fois la performance scolaire contrôlée par des variables utilisées habituellement pour l’expliquer (e.g. retard scolaire, CSP du chef de famille, sexe, etc.), une partie non négligeable des difficultés scolaires des participants proviennent de problèmes liés à la vision. Par conséquent, un dépistage systématique des troubles visuels chez les adolescents semble nécessaire, d’autant plus s’ils rencontrent des difficultés scolaires. Par ailleurs, le questionnaire mis en place dans l’anamnèse semble être un outil efficace dans la détection de la présence de troubles et mériterait d’être validé sur un plus large échantillon. / Many students understate their visual discomfort, although it may have an educational impact. We studied the prevalence of visual disorders among students and compared these results to their academic level.Between September 2012 and April 2013, four hundred students between fifteen and twenty two years of age responded to a questionnaire followed by a visual screening (refraction and binocular vision) in order to detect any visual discomfort that they might be unaware of. When visual problems were detected, the participants were asked to have an ophthalmology and orthoptic assessment. Then the participants’ academic performance was appraised and subjects were reviewed to determine whether wearing the appropriate optical correction or taking orthoptic care have improved their grades.The results indicate that the questionnaire score is very significant to predict the probability of having academic difficulties or vision problems, that ametropia and accommodation anomalies increase academic difficulties and that binocular vision disorders are even more disadvantageous. Moreover, not spontaneously expressing visual discomfort doesn’t mean that there are no visual defects.Once controlled by variables commonly used to explain academic difficulties (e.g. academic delay, occupational category, gender, etc.) a significant proportion of participants’ academic difficulties are related to vision anomalies. Therefore, vision screening among adolescents appears to be necessary, especially if there are academic difficulties. In addition, the questionnaire used in case history seems to be an effective tool to detect vision anomalies and should be validated with a larger sample.

L’Éducation Pour Tous mobilise la communauté internationale et les gouvernements depuis 1990. Cet engagement global renouvelé en 2000 sous l’auspice de l’UNESCO puis des Nations-Unies, porte notamment sur un objectif de base : l’universalisation de la scolarisation primaire complète pour tous les enfants d’âge scolaire à l’horizon de 2015. Plusieurs études sur la réalisation de cet objectif montrent que les pays en développement sont les plus à risque et que les progrès accomplis dans la plupart de ces pays, pourraient être plus importants si la pratique du redoublement faisait davantage l’objet de régulation et de contrôle. Cela contribuerait à améliorer la réussite scolaire et accroître la rétention des élèves au sein des systèmes éducatifs. La pratique du redoublement est en effet une tradition dans plusieurs systèmes éducatifs. Elle est particulièrement prépondérante dans certains groupes de pays ou régions, notamment en Afrique francophone au sud du Sahara. Dans ces pays, le PASEC - Programme d’Analyse des Systèmes Éducatifs de la CONFEMEN (Conférence des Ministres de l’Éducation Nationale des pays ayant le français en partage) - œuvre à améliorer l’accès à une éducation de qualité pour tous, par exemple, en informant les politiques sur la situation nationale du redoublement. Cette recherche sur le redoublement, la réussite scolaire et l’objectif de la Scolarisation Primaire Universelle (SPU) privilégie la dimension pédagogique, l’analyse empirique et étudie le cas du Sénégal. Elle présente et discute les indicateurs internationaux de suivi de l’objectif de la SPU, fait le point de l’état des connaissances sur le redoublement et la réussite scolaire et montre le défi que représente la réalisation de l’objectif de la SPU notamment dans les pays francophones d’Afrique sub-Saharienne. Exploitant les données existantes de l’enquête longitudinale de suivi de cohorte du PASEC au Sénégal entre 1995 et 2000, cette recherche examine le parcours scolaire des élèves en vue de la réalisation de l’objectif de la SPU. L’examen effectué combine des approches d’analyse transversale et longitudinale du redoublement et des apprentissages par rapport aux caractéristiques personnelles, familiales et scolaires de l’élève. Les résultats d’analyse montrent des variabilités, notamment par rapport aux caractéristiques personnelles de l’élève et à celles de sa classe et de son milieu de scolarisation. L’analyse longitudinale du redoublement s’est appuyée sur le diagramme de flux scolaire et a permis de produire un ensemble d’indicateurs d’efficacité interne du système éducatif du Sénégal. Pour la cohorte étudiée, du fait de l’importance des redoublements et des abandons scolaires, il faut en moyenne 9,4 années de scolarité pour que l’élève progresse du deuxième au sixième (dernier) grade du primaire. Seulement 39% de l’effectif de la cohorte survivent au dernier grade ce qui suggère que si cette tendance se maintenait, le Sénégal serait à risque de ne pas réaliser l’objectif de la SPU. Une évaluation de la situation courante à partir de données plus récentes serait requise. Le diagramme de flux scolaire constitue un outil de planification de l’éducation et représente de ce fait un important levier aux mains des autorités politiques pour agir sur les paramètres du système éducatif (paramètres liés à la qualité de l’éducation, à l’efficacité interne, etc.) afin de répondre à des objectifs spécifiques ou d’étapes pouvant conduire, par exemple, à la réalisation de l’objectif de la SPU. / The Education for All is mobilizing the international community and national governments since 1990. This global commitment which was renewed in 2000 under the auspices of UNESCO and the United-Nations has set a basic goal: the universalization of a complete primary education for all school-age children by 2015. Several studies on the achievement of this goal show that developing countries are most at risk and that progress in many of these countries could have been higher if the practice of grade repetition was better regulated and controlled. This measure would contribute to the improvement of academic achievement and increase retention within the education systems. Indeed, grade repetition practice is a tradition in several education systems. It is particularly overwhelming in some groups of countries or regions, especially in Francophone sub-Saharan Africa. In these countries, the PASEC – «Programme d’Analyse des Systèmes Educatifs de la CONFEMEN (Conférence des Ministres de l’Éducation National des pays ayant le français en partage)» - works to improve access to quality education for all, by for example, informing policies on the national situation of grade repetition. This research on grade repetition, school success and the Universal Primary Education (UPE) goal favors the pedagogical dimension, the empirical analysis and studies the case of Senegal. It presents and discusses the international indicators for UPE goal monitoring, takes stock of current knowledge on grade repetition and academic achievement and shows the challenge that represents the realisation of UPE goal especially in Francophone sub-Saharan Africa countries. By using the existing 1995-2000 PASEC longitudinal survey data in Senegal, this research examines pupils’ school careers toward the realisation of UPE goal. Transversal and longitudinal analyses of grade repetition and learning achievement based on the pupil’s personal, family and school characteristics have been used. Results from these analyses show variabilities related especially to individual, classroom and school location factors. The longitudinal analysis of grade repetition is based on the school flowchart which allows the calculation of a set of indicators about the internal efficiency of Senegal education system. For the cohort studied, due to the high grades repetition and dropout rates, pupils are required, on average, 9.4 years of schooling to progress from the second to the sixth (final) grade of primary. Only 39% of the initial cohort survives to the last grade, which suggests that if this trend remains unchanged, Senegal would be at risk of not achieving the UPE goal. An assessment of the current situation based on more recent data would be required. The school flowchart is an educational planning tool. Thus, it represents an important lever for political authorities to act on education system parameters (parameters related to education quality, internal efficiency, etc.) in order to effectively attain specific objectives or milestones resulting, for example, to the achievement of the UPE goal.

In South Africa, the Eastern Cape Province (ECP) has shown the lowest matriculation pass rates for most of 1994 to 2002. This has led to great academic and media focus on the managerial and leadership role of school principals, which became the inspiration for this education management study. The researcher investigated a school principal's efficiency and effectiveness in a school system, and the detrimental impact on learner academic achievement should these vital skills be lacking. Thus, the role of the school principals at schools with low matriculation pass rates was probed to reveal shortcomings in the level of their commitment, and how these could be rectified. The researcher completed a qualitative research study at four schools with low matriculation pass rates in the Eastern Cape Province. The empirical study confirmed that learners at many schools with low matriculation pass rates are subjected to poor infrastructure and overcrowding. Furthermore, the school principals did not create school atmospheres conducive to teaching and learning, and neglected to foster open communication between the school stakeholders. The study found that the school principal's management and leadership role was not based on the belief that all learners are worthy of being taught under the best possible educational conditions. The teachers are required to promote learner academic interests, made possible through efficient classroom management, to sustain teacher quality, and to ensure learner academic achievement, yet they are subjected to poor working environments and ill-disciplined learners. This study nevertheless emphasises that all school stakeholders are accountable for low matriculation pass rates, but that it is the responsibility of the school principals to institute corrective measures. It highlights that parents can enhance learner academic progress through their active involvement in their children's learning process and the provision of home environments conducive to learning. There is a need to guide school principals and school stakeholders to make every educational effort to improve the current low matriculation pass rates in the ECP. Relevant recommendations and a suggested model to rectify the situation are proposed to ensure that all learners receive the quality of education they deserve. / Faculty of Education / D.Ed. (Teacher Education)