 Jusqu'où peut-on comparer les apprentissages scolaires ?Jean Bourdon () Post-Print from HAL Abstract: The pertinent review for the early knowledge learning in school and their links with quality matters is a complex issue, expressly in a comparative approach when crossing the variety on the range for economic development. But the increasingly frequent reference for a universal basic knowledge, in a connection with a claim concerning a global convergence, as a necessity in self determination for everyone to apply for a minimum level in literacy, raises the question whereby the comparative description of the factors of effectiveness of the school. In this note, the objective is only centred on the concerns for a comparison in measurement relating to results of a common school test led to pupils living in countries largely different in the economic development scale (Cameroon and France), are equivalent, this with children located in equivalent school grades, where the language of teaching is the same one. This comparison shows, in spite of the differences in contexts, similarities in the "education production function" and thus would allow defining this basic knowledge as a near homogenous collective good. Keywords: Common school tests; Learning in school; Cameroon; Apprentissage scolaire; Test d'évaluation; Analyse comparative; France; Cameroun (search for similar items in EconPapers) Published in 2007 Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:halshs-00152763 Access Statistics for this paper More papers in Post-Print from HAL |
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