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[link] => https://book.coe.int/en/191-violence-against-women-and-domestic-violence
[name] => Violence against women and domestic violence
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(
)
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[3] => Array
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[link] => https://book.coe.int/en/176-death-penalty
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(
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[id] => 192
[link] => https://book.coe.int/en/192-trafficking-in-human-beings
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(
)
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[5] => Array
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[link] => https://book.coe.int/en/180-democracy-through-law
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(
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[1] => Array
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[link] => https://book.coe.int/en/186-human-dignity
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[link] => https://book.coe.int/en/194-living-together-diversity-and-freedom-in-europe
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(
)
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[1] => Array
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[link] => https://book.coe.int/en/195-european-social-charter
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[2] => Array
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[link] => https://book.coe.int/en/205-drugs
[name] => Drugs
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(
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[link] => https://book.coe.int/en/196-migration
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[4] => Array
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[link] => https://book.coe.int/en/190-gender-equality
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[link] => https://book.coe.int/en/199-internet
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[1] => Array
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[id] => 200
[link] => https://book.coe.int/en/200-children-and-the-internet
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[2] => Array
(
[id] => 201
[link] => https://book.coe.int/en/201-media-freedom
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[link] => https://book.coe.int/en/204-bioethics
[name] => Bioethics
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(
)
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[1] => Array
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[link] => https://book.coe.int/en/206-pharmaceutical-and-healthcare-europe
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(
)
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[2] => Array
(
[id] => 207
[link] => https://book.coe.int/en/207-health-protection
[name] => Health protection
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(
)
)
)
)
[7] => Array
(
[id] => 208
[link] => https://book.coe.int/en/208-culture-heritage-nature
[name] => Culture, Heritage, Nature
[desc] =>
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[id] => 210
[link] => https://book.coe.int/en/210-european-cultural-convention
[name] => European Cultural Convention
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(
)
)
[1] => Array
(
[id] => 211
[link] => https://book.coe.int/en/211-intercultural-and-interreligious-dialogue
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(
)
)
[2] => Array
(
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[link] => https://book.coe.int/en/212-biological-diversity-bern-convention
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(
)
)
[3] => Array
(
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[name] => Climate change
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(
)
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[8] => Array
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[link] => https://book.coe.int/en/215-council-of-europe-and-the-eu
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(
[0] => Array
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[link] => https://book.coe.int/en/216-council-of-europe-and-european-union-different-roles-shared-values
[name] => Council of Europe and European Union : different roles, shared values
[desc] =>
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(
)
)
[1] => Array
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[link] => https://book.coe.int/en/217-eu-accession-to-the-european-convention-on-human-rights
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(
)
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[0] => Array
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[id] => 219
[link] => https://book.coe.int/en/219-national-minorities
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[1] => Array
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[id] => 220
[link] => https://book.coe.int/en/220-minority-languages
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[2] => Array
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[0] => Array
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[id] => 226
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[11] => Array
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[link] => https://book.coe.int/en/234-organised-crime
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[1] => Array
(
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[link] => https://book.coe.int/en/237-personal-data
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[link] => https://book.coe.int/en/175-european-prison-reform
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)
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[4] => Array
(
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[id] => 239
[link] => https://book.coe.int/en/239-efficiency-of-justice
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1
Catalog
PDF - Assurer une éducation de qualité - Recommandation CM/Rec(2012)13 et exposé des motifs (2014)
À l’exception peut-être du terme d’«employabilité», aucun autre terme n’est utilisé de manière plus fréquente dans le débat actuel sur l’éducation que celui de «qualité». Or la qualité elle-même fait rarement débat. Bien au contraire, elle va de soi, et le débat s’attache à la manière dont on peut l’atteindre au mieux.
Le Conseil de l’Europe est d’avis qu’il convient d’évaluer si l’éducation est de qualité par rapport aux objectifs que les pouvoirs publics, les éducateurs et l’opinion publique dans son ensemble souhaitent atteindre.
La Recommandation du Comité des Ministres CM/Rec(2012)13 en vue d’assurer une éducation de qualité crée un lien entre la notion de qualité et les objectifs de l’éducation : la préparation à l’emploi, la préparation à la vie en tant que citoyens actifs dans des sociétés démocratiques, le développement personnel, le développement et le maintien d’une base de connaissances approfondies et diversifées. La recommandation considère la garantie d’une éducation de qualité comme une responsabilité publique qui doit être adaptée au niveau d’éducation et à l’âge des élèves. Elle fait la distinction entre la qualité de quelques écoles ou établissements d’enseignement supérieur et la qualité des systèmes éducatifs. Elle souligne également que, au niveau du système, l’inclusion sociale doit être vue comme faisant partie intégrante de la notion de qualité. Si un système éducatif dispose de quelques écoles et établissements d’enseignement supérieur élitistes mais ne propose pas de possibilités adaptées à l’ensemble de ses élèves, il ne saurait être considéré comme un système de qualité.
À l’exception peut-être du terme d’«employabilité», aucun autre terme n’est utilisé de manière plus fréquente dans le débat actuel sur l’éducation que celui de «qualité». Or la qualité elle-même fait rarement débat. Bien au contraire, elle va de soi, et le débat s’attache à la manière dont on peut l’atteindre au mieux.
Le Conseil de l’Europe est d’avis qu’il convient d’évaluer si l’éducation est de qualité par rapport aux objectifs que les pouvoirs publics, les éducateurs et l’opinion publique dans son ensemble souhaitent atteindre.
La Recommandation du Comité des Ministres CM/Rec(2012)13 en vue d’assurer une éducation de qualité crée un lien entre la notion de qualité et les objectifs de l’éducation : la préparation à l’emploi, la préparation à la vie en tant que citoyens actifs dans des sociétés démocratiques, le développement personnel, le développement et le maintien d’une base de connaissances approfondies et diversifées. La recommandation considère la garantie d’une éducation de qualité comme une responsabilité publique qui doit être adaptée au niveau d’éducation et à l’âge des élèves. Elle fait la distinction entre la qualité de quelques écoles ou établissements d’enseignement supérieur et la qualité des systèmes éducatifs. Elle souligne également que, au niveau du système, l’inclusion sociale doit être vue comme faisant partie intégrante de la notion de qualité. Si un système éducatif dispose de quelques écoles et établissements d’enseignement supérieur élitistes mais ne propose pas de possibilités adaptées à l’ensemble de ses élèves, il ne saurait être considéré comme un système de qualité.
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