WP6EWP6EEuropean School European School

ObservatoryObservatoryYves Alpe

Maître de conférences HDR,

Directeur de l’IUT de Provence

Observatoire de l’Ecole Rurale

Jean-Luc Fauguet

Maître de conférences,

International Relations IUFM de Provence

Observatoire de l’Ecole Rurale

Critical Review Critical Review about the OER Experienceabout the OER Experience

MethodologyMethodology

►Follow up of the real cohorts over six yearsFollow up of the real cohorts over six years►No representativity: territory defined in No representativity: territory defined in

advanceadvance► Importing types: INSEE, DEPImporting types: INSEE, DEP► Two data bases linked-up (pupils, parents), a Two data bases linked-up (pupils, parents), a

complementary primary and lower secondary complementary primary and lower secondary school baseschool base

► DBs set up in successive compilationsDBs set up in successive compilations► Partly precoded answersPartly precoded answers

Methodological appraisalMethodological appraisal

► AdvantagesAdvantages Knowledge of school Knowledge of school

careerscareers Knowledge of Knowledge of

representation evolution representation evolution (school, environment…)(school, environment…)

Pupil – parent Pupil – parent comparisonscomparisons

Rapid processingRapid processing

► DisadvantagesDisadvantages Loss of pupils, sample Loss of pupils, sample

structure changesstructure changes Many precoding errorsMany precoding errors Biased comparisons Biased comparisons

between successive between successive surveyssurveys

Almost impossible to Almost impossible to process the data per process the data per schoolschool

ProsPros

► Cohort follow-upCohort follow-up► Produces scientific knowledge over time (mid-Produces scientific knowledge over time (mid-

term research follow-up)term research follow-up)► Multidiscipline approachesMultidiscipline approaches► Mobilizes local actorsMobilizes local actors► OER participation in « School and local OER participation in « School and local

development » debatesdevelopment » debates► Appropriation of results by many actorsAppropriation of results by many actors► Team recognitionTeam recognition

LimitationsLimitations

►Need for additional qualitative workNeed for additional qualitative work►Difficulties in identifying pertinent territoriesDifficulties in identifying pertinent territories►Considerable diversity in the status and the Considerable diversity in the status and the

concerns of team membersconcerns of team members►Danger that local actors may Danger that local actors may

instrumentalise itinstrumentalise it

Contribution of the « Catalyse » Contribution of the « Catalyse » toolstools

ProsPros

►Compatible with ExcelCompatible with Excel►Data bases that are easy to set up and to Data bases that are easy to set up and to

consultconsult► Scientific support of MTI@SHSScientific support of MTI@SHS► The team can self-train by using the toolsThe team can self-train by using the tools

LimitationsLimitations

►A critical distance from the tools is A critical distance from the tools is necessary (FCA)necessary (FCA)

►The graphic interfaces are not very user-The graphic interfaces are not very user-friendly (Nuage)friendly (Nuage)

►The lists are difficult to handle The lists are difficult to handle ►It is difficult to go on to other analyses It is difficult to go on to other analyses

(Analyse en composantes principales, CAH)(Analyse en composantes principales, CAH)►Open questions are difficult to handleOpen questions are difficult to handle

Provisional reviewProvisional review

►The tools are effective and user-friendly but The tools are effective and user-friendly but have their limitationshave their limitations

►It is difficult to ensure team continuity It is difficult to ensure team continuity beyond the cohort follow-up schedule beyond the cohort follow-up schedule

►Progressive entrance of non-researchers Progressive entrance of non-researchers into research workinto research work

►Danger of progressively evicting the actors Danger of progressively evicting the actors in the fieldin the field

The European Schools The European Schools ObservatoryObservatory

ObjectivesObjectives

►Structure greatly conditioned by two Structure greatly conditioned by two preliminary elements: which actors, for preliminary elements: which actors, for which users?which users?

► It is the actors (teams, leaders…) who will supply It is the actors (teams, leaders…) who will supply the data bank. the data bank. The users (researchers, institutions, local actors, The users (researchers, institutions, local actors, etc.) are also actors, who asked for specific etc.) are also actors, who asked for specific knowledge needsknowledge needsThe objectives cannot be defined completely The objectives cannot be defined completely a a prioripriori (as opposed to the participation principles of (as opposed to the participation principles of territorial intelligence).territorial intelligence).

General dataGeneral data

►Identification of the territoriesIdentification of the territories►Pupils: routes, performance, projectsPupils: routes, performance, projects►Families: social and cultural origin, Families: social and cultural origin,

geographic mobilitygeographic mobility►Teaching staff: status, careers, projectsTeaching staff: status, careers, projects►Schools: structures, social life, mobilisation, Schools: structures, social life, mobilisation,

projectsprojects

MethodologyMethodology

► Difficult but crucial choices:Difficult but crucial choices:

Cohorts follow up Successive Surveys

National Surveys Mostly interessant for local actors

Easiest, but an important sticking together phase is needed

Multinational Device Very difficult to manage, large means necessary

« PISA » Model : compatibility of the questionnaires?

Schools and territorySchools and territory

►Education supply and demandEducation supply and demand►Social representations of the territory and Social representations of the territory and

effects on schoolingeffects on schooling ►Construction of a social link around the Construction of a social link around the

school communityschool community►Curricula that take into account the territory Curricula that take into account the territory

(culture and heritage, local wisdom, local (culture and heritage, local wisdom, local knowledges, labour market…)knowledges, labour market…)

Schools and the communitySchools and the community

►Mobilizing local actorsMobilizing local actors In terms of local developmentIn terms of local development In terms of school strategyIn terms of school strategy

►Gap between family and school educationGap between family and school education►Formal and informal education systems and Formal and informal education systems and

practicespractices

The data baseThe data base

Pupils Families Personnel Establishments Rural Insulated

Rural Poles

Urban Centres

Urban Periphery

The usersThe users

►ResearchersResearchers►InstitutionsInstitutions►Local actorsLocal actors►OtherOther ? ?

Preliminary elementsPreliminary elements

► Identification of the national data bases on Identification of the national data bases on education and an analysis of their compatibility (?) education and an analysis of their compatibility (?)

► Identification of the territorial areas and analysis Identification of the territorial areas and analysis of their compatibility (?)of their compatibility (?)

► A priori definition of the surveyed populationA priori definition of the surveyed population► Construction of a common zoning systemConstruction of a common zoning system ► Setting up a European network of leaders: Setting up a European network of leaders:

institution + teaminstitution + team

Means and functioningMeans and functioning

►Preliminary analyses: A multi-disciplinary Preliminary analyses: A multi-disciplinary team (geography, sociology, Teaching team (geography, sociology, Teaching Sciences), IT experts, translation meansSciences), IT experts, translation meansBeginning: a team in each of the countries Beginning: a team in each of the countries concerned, preliminary seminar (4 days)concerned, preliminary seminar (4 days)Dedicated website, intranet, etc.Dedicated website, intranet, etc.

►Workings: six-monthly seminars (2 days), Workings: six-monthly seminars (2 days), internal publication, mini-conferences (1 a internal publication, mini-conferences (1 a year)year)

yves.alpe@univ-provence.fryves.alpe@univ-provence.fr

jl.fauguet@aix-mrs.iufm.frjl.fauguet@aix-mrs.iufm.fr