CAHIERS QUEBECOIS DE DEMOGRAPHIE

Canada (Montréal) 07

SPRING 1998 - VOLUME 27, NUMBER 1

SCHOOL

Directed by Gary CALDWELL

99.07.1 - French - Miala DIAMBOMBA, Département d'orientation, d'administration et d'évaluation en éducation, Faculté des sciences de l'éducation, Université Laval, Sainte-Foy, QC G1K 7P4 (Canada)

Factors influencing the academic performance of elementary students at the CP and CM1 levels in the Central African Republic (Les déterminants du rendement scolaire des élèves de CP et de CM1 en République Centrafricaine) (p. 13-42)

The aim of this study was to measure the performances of elementary students at the CP and CM1 levels in the Central African Republic in mathematics and French and to identify factors influencing variations in these performances. The findings were as follows. Performance levels in the tests given to students were 35% at the CP level and 49% at the CM1 level in mathematics, and 40% at the CP level and 51% at the CMl level in French. The performance levels were higher when teachers were able to devote more time to teaching, and lower when teacher workloads were greater. Moreover, student performances tended to be negatively associated with factors that reduce opportunities for learning, such as school absenteeism, and to be positively correlated with factors that promote learning, such as the availability of certain materials. Overall, educational variables had a greater influence on student performances than variables related to the students themselves. (CENTRAL AFRICAN REPUBLIC, EVALUATION, STUDENTS, EDUCATIONAL SYSTEMS, PRIMARY EDUCATION, SCHOOL SUCCESS)

99.07.2 - French - André LESPERANCE, Ministère de l'éducation du Québec, Direction générale des services et de la gestion, Direction des statistiques et des études quantitatives, 1035, rue de la Chevrotière, Québec, QC G1R 5A5 (Canada)

E-mail: ANDRE.LESPERANCE@MEQ.GOUV.QC.CA

Academic trajectories and the obtaining of a diploma in Quebec (Le cheminement et la persévérance scolaires au Québec) (p. 43-74)

Using simple demographic tools, such as total graduation rates, this article describes how young people in Quebec progress through the main stages of their academic trajectories. After presenting an overall picture for 1996-1997 and highlighting Quebec's educational profile in relation to the main OECD countries, the author takes a more detailed look at the situation in Quebec regarding the obtaining of a high school diploma, adult education, job skill training, and college and university education. He concludes by outlining disparities between the level of education attained by men and women. (CANADA, PROVINCES, EDUCATIONAL SYSTEMS, SCHOOLING)

99.07.3 - French - Andrée ROBERGE, Département d'économie agroalimentaire et des sciences de la consommation, Faculté des sciences de l'agriculture et de l'alimentation, Université Laval, Québec (Canada)

Learning by studying or on the job: Working at school and learning at work? (Etudier, ou travailler, pour apprendre : travailler à l'école et apprendre en emploi ?) (p. 75-94)

This article examines the growing intrusion of the sphere of work into the lives and education of Quebec high school and college students. The author first looks at the extent to which paid work has recently become a part of many young people's experience during the school year, and then explores the reasons behind and the consequences of this phenomenon. This integration of professional activities into students' lives, which at first seemed to be an individual initiative, is assuming a variety of forms and increasingly becoming a preferred method of training in partnership with the business sector. The author concludes by questioning how the objectives of this training, which had until recently focused on preparing students to be good citizens, have subtly been transformed into a new emphasis on developing job skills. (CANADA, SCHOOLING, STUDENTS, YOUNG WORKERS, EDUCATIONAL SYSTEMS)

99.07.4 - French - Pierrette BOUCHARD, Jean-Claude SAINT-AMANT and Jacques TONDREAU, Centre de recherche et d'intervention sur la réussite scolaire (CRIRES), Faculté des sciences de l'éducation, Université Laval, Sainte-Foy, QC G1K 7P4 (Canada)

E-mail: CRIRES@FSE.ULAVAL.CA

The influences of gender and social class in the educational experience of 15-year-old adolescents (Effets de sexe et de classe sociale dans l'expérience scolaire de jeunes de quinze ans) (p. 95-120)

The purpose of this article is to show the specific ways that gender and class both influence young people's educational experience. The authors present eight profiles of groups structured on the basis of interviews with male and female adolescents (with a mean age of 15) from privileged and less privileged milieux in the Quebec City area. (CANADA, REGIONS, SCHOOLING, STUDENTS, SOCIO-ECONOMIC DIFFERENTIALS, SEX DIFFERENTIALS)

99.07.5 - French - André LESPERANCE, Ministère de l'éducation du Québec, Direction générale des services et de la gestion, Direction des statistiques et des études quantitatives, 1035, rue de la Chevrotière, Québec, QC G1R 5A5 (Canada)

E-mail: ANDRE.LESPERANCE@MEQ.GOUV.QC.CA

The measurement of academic success based on termination of studies (La mesure de la réussite scolaire à la sortie des études) (p. 121-143)

This article describes the rationale behind and the methodology used for the measurement of academic success, and its counterpart, the interruption of studies, by analysing annual variations in a given school population in terms of the number of students ending their studies rather than by observing a cohort of students for an indeterminate number of years. Widespread use of the approach proposed here could result in a substantial saving of resources. The methodology employed is applicable to all levels of education and enables researchers to present findings based on the year of termination of studies. The results are also similar to those obtained by observing cohorts despite a different underlying conceptual approach. The findings are concrete and easy to understand. (SCHOOL SUCCESS, EDUCATIONAL DROPOUTS, SCHOOL LEAVING, MEASUREMENT, METHODOLOGY)

99.07.6 - French - Robert ALLIE and Sandra AYOTTE, Office des personnes handicapées du Québec, Direction de l'évaluation, de l'intervention et des programmes, 309, rue Brock, Drummondville, QC J2B 8G5 (Canada)

E-mail: WEBMESTRE@OPHQ.GOUV.QC.CA

Disabled students in the public education sector: Ten years of integration (1987-1997) (Les élèves handicapés du secteur public d'enseignement : dix ans d'intégration scolaire (1987-1997)) (p. 145-163)

The presence of disabled students in the schools has prompted emotional debate in the education sector between those who favour their integration into regular classes (i.e. mainstreaming) and those who advocate special classes or special schools for the disabled. The authors illustrate the degree to which disabled students have been integrated into regular classes by examining variations in an indicator of academic integration over the past ten school years. Their findings appear to show a slight increase in integration over the years. Differences found at the different education levels indicate that disabled students are less well integrated at higher levels. The nature of the students' impairments also significantly affects their integration into regular classes. (CANADA, PROVINCES, EDUCATIONAL SYSTEMS, STUDENTS, PHYSICAL HANDICAP, MENTALLY DISABLED, INTEGRATION)

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