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Resendiz-vazquez Aleyda - One of the best experts on this subject based on the ideXlab platform.
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L'industrialisation du bâtiment (le cas de la préfabrication dans la construction scolaire en France (1951-1973))
2010Co-Authors: Resendiz-vazquez Aleyda, Guillerme André, Barles SabineAbstract:La thèse porte sur le rapport entre industrialisation du bâtiment et préfabrication dans la construction scolaire en France. Cette relation suggère de comprendre les interactions de la pensée technique et de la politique publique avec l organisation des processus de production. La période d étude s étend de 1951, premier témoin d une politique industrialiste des plans d'équipement scolaire, à 1973 année de remise en cause de ce type de construction. Durant cette période l industrialisation du bâtiment est considérée comme la seule solution pour répondre à une construction massive, moins chère et plus rapide. Dès lors, la trajectoire technologique de la préfabrication se subdivise en deux périodes, dévoilantla séparation de la conception technique (centralisée par la DESUS) de la réalisation(représentée par les procédés constructifs). Dans la première période (1951-1962), les architectes sont les auteurs des projets, dans la deuxième (1964-1973) ce sont les procédés les manifestations visibles. Ce parcours met donc en exergue deux logiques opposées :série et volume d une part, diversité et flexibilité, d autre part. Le croisement de sources diverses (revues, archives, documentation technique ) révèlent le rapport des différentes acteurs : architectes (de conception et d opération), concepteurs-éducateurs, industriels entrepreneurs,maîtres d ouvrage ministériels et ordonnateurs secondaires (contrôle technique). Cette recherche contribue ainsi à l histoire de la préfabrication et de ses développements. Le bâtiment scolaire représente un excellent échantillon de cette période de maturité de l industrialisation du bâtiment, postérieure à la Seconde Guerre mondiale lorsque la préfabrication faisait ses preuves.This thesis examines the relationship between the industrialization of building methods andthe prefabrication of school buildings in France. This relationship relies on the interactionbetween technical reason and public policies with the organization of production processes.The boundary of this study begins in 1951, witnessed by a political drive to industrializeEducational establishments, until 1973 when this type of construction was put into question.During this period the industrialization of building methods was considered as the uniquesolution to the needs for mass production, cheaper and quicker. Subsequently, thetechnology of prefabrication occurred in two distinct periods, giving rise to the separationbetween conceptual design (centralized by the DESUS) and realization (represented byconstruction methods). In the first period (1951-1962), the architects are the authors of theprojects and in the second period (1964-1973) the construction methods are clearly visible.These events accentuate two logical opponents: mass production and series on one side,diversity and flexibility on the other. The encounter of such diverse sources (reviews,archives, technical documents) reveals the relationship between each domain: architects(design and operations), Educational Planners, industrial entrepreneurs, ministerial offices forconstruction and survey teams (technical controls). This research contributes to history ofprefabrication and its developments. The school building represents an excellent example ofthe evolution of construction methods when prefabrication was making its mark in the wakeof the Second World War.PARIS-CNAM (751032301) / SudocSudocFranceF
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L’industrialisation du bâtiment : le cas de la préfabrication dans la construction scolaire en France (1951-1973)
HAL CCSD, 2010Co-Authors: Resendiz-vazquez AleydaAbstract:This thesis examines the relationship between the industrialization of building methods andthe prefabrication of school buildings in France. This relationship relies on the interactionbetween technical reason and public policies with the organization of production processes.The boundary of this study begins in 1951, witnessed by a political drive to industrializeEducational establishments, until 1973 when this type of construction was put into question.During this period the industrialization of building methods was considered as the uniquesolution to the needs for mass production, cheaper and quicker. Subsequently, thetechnology of prefabrication occurred in two distinct periods, giving rise to the separationbetween conceptual design (centralized by the DESUS) and realization (represented byconstruction methods). In the first period (1951-1962), the architects are the authors of theprojects and in the second period (1964-1973) the construction methods are clearly visible.These events accentuate two logical opponents: mass production and series on one side,diversity and flexibility on the other. The encounter of such diverse sources (reviews,archives, technical documents) reveals the relationship between each domain: architects(design and operations), Educational Planners, industrial entrepreneurs, ministerial offices forconstruction and survey teams (technical controls). This research contributes to history ofprefabrication and its developments. The school building represents an excellent example ofthe evolution of construction methods when prefabrication was making its mark in the wakeof the Second World War.La thèse porte sur le rapport entre industrialisation du bâtiment et préfabrication dans la construction scolaire en France. Cette relation suggère de comprendre les interactions de la pensée technique et de la politique publique avec l’organisation des processus de production. La période d’étude s’étend de 1951, premier témoin d’une politique industrialiste des plans d'équipement scolaire, à 1973 année de remise en cause de ce type de construction. Durant cette période l’industrialisation du bâtiment est considérée comme la seule solution pour répondre à une construction massive, moins chère et plus rapide. Dès lors, la trajectoire technologique de la préfabrication se subdivise en deux périodes, dévoilantla séparation de la conception technique (centralisée par la DESUS) de la réalisation(représentée par les procédés constructifs). Dans la première période (1951-1962), les architectes sont les auteurs des projets, dans la deuxième (1964-1973) ce sont les procédés les manifestations visibles. Ce parcours met donc en exergue deux logiques opposées :série et volume d’une part, diversité et flexibilité, d’autre part. Le croisement de sources diverses (revues, archives, documentation technique…) révèlent le rapport des différentes acteurs : architectes (de conception et d’opération), concepteurs-éducateurs, industriels entrepreneurs,maîtres d’ouvrage ministériels et ordonnateurs secondaires (contrôle technique). Cette recherche contribue ainsi à l’histoire de la préfabrication et de ses développements. Le bâtiment scolaire représente un excellent échantillon de cette période de maturité de l’industrialisation du bâtiment, postérieure à la Seconde Guerre mondiale lorsque la préfabrication faisait ses preuves
Barles Sabine - One of the best experts on this subject based on the ideXlab platform.
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L'industrialisation du bâtiment (le cas de la préfabrication dans la construction scolaire en France (1951-1973))
2010Co-Authors: Resendiz-vazquez Aleyda, Guillerme André, Barles SabineAbstract:La thèse porte sur le rapport entre industrialisation du bâtiment et préfabrication dans la construction scolaire en France. Cette relation suggère de comprendre les interactions de la pensée technique et de la politique publique avec l organisation des processus de production. La période d étude s étend de 1951, premier témoin d une politique industrialiste des plans d'équipement scolaire, à 1973 année de remise en cause de ce type de construction. Durant cette période l industrialisation du bâtiment est considérée comme la seule solution pour répondre à une construction massive, moins chère et plus rapide. Dès lors, la trajectoire technologique de la préfabrication se subdivise en deux périodes, dévoilantla séparation de la conception technique (centralisée par la DESUS) de la réalisation(représentée par les procédés constructifs). Dans la première période (1951-1962), les architectes sont les auteurs des projets, dans la deuxième (1964-1973) ce sont les procédés les manifestations visibles. Ce parcours met donc en exergue deux logiques opposées :série et volume d une part, diversité et flexibilité, d autre part. Le croisement de sources diverses (revues, archives, documentation technique ) révèlent le rapport des différentes acteurs : architectes (de conception et d opération), concepteurs-éducateurs, industriels entrepreneurs,maîtres d ouvrage ministériels et ordonnateurs secondaires (contrôle technique). Cette recherche contribue ainsi à l histoire de la préfabrication et de ses développements. Le bâtiment scolaire représente un excellent échantillon de cette période de maturité de l industrialisation du bâtiment, postérieure à la Seconde Guerre mondiale lorsque la préfabrication faisait ses preuves.This thesis examines the relationship between the industrialization of building methods andthe prefabrication of school buildings in France. This relationship relies on the interactionbetween technical reason and public policies with the organization of production processes.The boundary of this study begins in 1951, witnessed by a political drive to industrializeEducational establishments, until 1973 when this type of construction was put into question.During this period the industrialization of building methods was considered as the uniquesolution to the needs for mass production, cheaper and quicker. Subsequently, thetechnology of prefabrication occurred in two distinct periods, giving rise to the separationbetween conceptual design (centralized by the DESUS) and realization (represented byconstruction methods). In the first period (1951-1962), the architects are the authors of theprojects and in the second period (1964-1973) the construction methods are clearly visible.These events accentuate two logical opponents: mass production and series on one side,diversity and flexibility on the other. The encounter of such diverse sources (reviews,archives, technical documents) reveals the relationship between each domain: architects(design and operations), Educational Planners, industrial entrepreneurs, ministerial offices forconstruction and survey teams (technical controls). This research contributes to history ofprefabrication and its developments. The school building represents an excellent example ofthe evolution of construction methods when prefabrication was making its mark in the wakeof the Second World War.PARIS-CNAM (751032301) / SudocSudocFranceF
Ogunode, Niyi Jacob - One of the best experts on this subject based on the ideXlab platform.
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Nijerya Federal Başkent Bölgesi Abuja'da Eğitim Planlaması: Zorluklar ve İlerleme Yolları
'Journal of Applied and Theoretical Social Sciences', 2021Co-Authors: Ogunode, Niyi JacobAbstract:This article discussed the challenges facing planning of education in Federal Capital Territory, Abuja, Nigeria. The article made used of secondary data which was sorted from print material and online publication. The article identified; inadequate planning funds, inadequate Educational Planners, lack of data/information to plan, lack of planning materials, political influence, political instability, institutional corruption, poor implementation of planed actions and poor capacity development of Educational Planners as the challenges facing planning of education in Federal Capital Territory, Abuja. To solve these problems facing Educational planning in Federal Capital Territory, Abuja, the following was suggested: generation of creditable data/information for planning, adequate funding of Educational planning, provision of planning materials, employment of more professional Educational planner, ensure independent of Educational Planners, fight institutional corruption, ensure policy continuity in Federal Capital Territory, and ensure constant training and retraining programme for Educational Planners in Federal Capital Territory, Abuja, Nigeria. Bu makale Nijerya, Abuja'daki Federal Başkent Bölgesi'nde eğitim planlamasının karşılaştığı zorlukları tartışmaktadır. Makale, yayına hazırlanırken basılı materyalden ve çevrimiçi kaynaklarda yer alan ikincil verilerden yararlanılmıştır. Makale; planlama fonlarının yetersizliği, eğitim planlamacılarının yetersizliği, planlanmada kullanılacak veri / bilgi eksikliği, planlama materyallerinin eksikliği, siyasi etki, siyasi istikrarsızlık, kurumsal yolsuzluk, planlı eylemlerin yetersiz uygulanması ve eğitim planlamacılarının kapasitelerini geliştirme konusunda Abuja Federal Başkent Bölgesi'nde yetersiz kalınması hususlarında tespitler yapmaktadır. Abuja Federal Başkent Bölgesi'nde eğitim planlamasının karşılaştığı bu sorunları çözmek için aşağıdakiler önerilmiştir: Planlama için güvenilir veri / bilgi üretimi, eğitim planlaması için yeterli finansman, planlama materyallerinin sağlanması, daha profesyonel eğitim planlamacılarının istihdam edilmesi, eğitim planlayıcılarının bağımsız hareket kabiliyeti olduğundan emin olunması, kurumsal yolsuzlukla mücadele edilmesi, Federal Başkent Bölgesi'nde yürütülen politikalarda sürekliliğin sağlanması ve Nijerya, Abuja'daki Federal Başkent Bölgesi'ndeki Eğitim planlamacıları için sürekli eğitim ve yeniden eğitim programı sağlanmasında kararlığın önemi vurgulanmıştır.
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Desafíos de la planificación de la educación secundaria en Abuja, territorio de la capital federal de Nigeria
'Centro de Investigaciones en Ciencias Sociales y Humanidades desde America Latina', 2020Co-Authors: Ogunode, Niyi JacobAbstract:The study investigated the challenges facing the planning of secondary schools education in the Federal Capital Territory (FCT) of Abuja, Nigeria. The research design for the study was a survey method. The target population is comprised of Educational Planners working in the ministry, department and agency of education that deals with education planning. The sample for this study was eighty people by random sampling technique used by four agencies of the federal government in FCT, Abuja. A structured questionnaire was used for data collection in the study. The reliability of the instrument was determined by testing and retesting. The data were analyzed using frequency counting and simple percentage. The result of the study showed; inadequate planning information, inadequate planning materials, poor Educational planner training, political instability. Inadequate funding for planning activities and a shortage of professional Educational Planners are the challenges facing planning for secondary schools in FCT, Abuja, Nigeria.El estudio investigó los desafíos que enfrenta la planificación de la educación secundaria en el Territorio de la Capital Federal (FCT) de Abuja, Nigeria. El diseño de la investigación para el estudio fue un método de encuesta. La población objetivo compuesta por planificadores educativos que trabajan en el ministerio, departamento y agencia de educación que se ocupa de la planificación educativa. La muestra para este estudio fue de ochenta personas, mediante una técnica de muestreo aleatorio utilizando cuatro agencias del gobierno federal en FCT, Abuja. Se utilizó un cuestionario estructurado para la recopilación de datos en el estudio. La fiabilidad del instrumento se determinó mediante la prueba y la nueva prueba. Los datos se analizaron utilizando el conteo de frecuencias y el porcentaje simple. El resultado del estudio mostró; información inadecuada para la planificación, materiales de planificación inadecuados, capacitación deficiente del planificador educativo, inestabilidad política. El financiamiento inadecuado para las actividades de planificación y la escasez de planificadores educativos profesionales son los desafíos que enfrenta la planificación de las escuelas secundarias en FCT, Abuja, Nigeria
Guillerme André - One of the best experts on this subject based on the ideXlab platform.
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L'industrialisation du bâtiment (le cas de la préfabrication dans la construction scolaire en France (1951-1973))
2010Co-Authors: Resendiz-vazquez Aleyda, Guillerme André, Barles SabineAbstract:La thèse porte sur le rapport entre industrialisation du bâtiment et préfabrication dans la construction scolaire en France. Cette relation suggère de comprendre les interactions de la pensée technique et de la politique publique avec l organisation des processus de production. La période d étude s étend de 1951, premier témoin d une politique industrialiste des plans d'équipement scolaire, à 1973 année de remise en cause de ce type de construction. Durant cette période l industrialisation du bâtiment est considérée comme la seule solution pour répondre à une construction massive, moins chère et plus rapide. Dès lors, la trajectoire technologique de la préfabrication se subdivise en deux périodes, dévoilantla séparation de la conception technique (centralisée par la DESUS) de la réalisation(représentée par les procédés constructifs). Dans la première période (1951-1962), les architectes sont les auteurs des projets, dans la deuxième (1964-1973) ce sont les procédés les manifestations visibles. Ce parcours met donc en exergue deux logiques opposées :série et volume d une part, diversité et flexibilité, d autre part. Le croisement de sources diverses (revues, archives, documentation technique ) révèlent le rapport des différentes acteurs : architectes (de conception et d opération), concepteurs-éducateurs, industriels entrepreneurs,maîtres d ouvrage ministériels et ordonnateurs secondaires (contrôle technique). Cette recherche contribue ainsi à l histoire de la préfabrication et de ses développements. Le bâtiment scolaire représente un excellent échantillon de cette période de maturité de l industrialisation du bâtiment, postérieure à la Seconde Guerre mondiale lorsque la préfabrication faisait ses preuves.This thesis examines the relationship between the industrialization of building methods andthe prefabrication of school buildings in France. This relationship relies on the interactionbetween technical reason and public policies with the organization of production processes.The boundary of this study begins in 1951, witnessed by a political drive to industrializeEducational establishments, until 1973 when this type of construction was put into question.During this period the industrialization of building methods was considered as the uniquesolution to the needs for mass production, cheaper and quicker. Subsequently, thetechnology of prefabrication occurred in two distinct periods, giving rise to the separationbetween conceptual design (centralized by the DESUS) and realization (represented byconstruction methods). In the first period (1951-1962), the architects are the authors of theprojects and in the second period (1964-1973) the construction methods are clearly visible.These events accentuate two logical opponents: mass production and series on one side,diversity and flexibility on the other. The encounter of such diverse sources (reviews,archives, technical documents) reveals the relationship between each domain: architects(design and operations), Educational Planners, industrial entrepreneurs, ministerial offices forconstruction and survey teams (technical controls). This research contributes to history ofprefabrication and its developments. The school building represents an excellent example ofthe evolution of construction methods when prefabrication was making its mark in the wakeof the Second World War.PARIS-CNAM (751032301) / SudocSudocFranceF
Charles Owuewie - One of the best experts on this subject based on the ideXlab platform.
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the language policy of education inghana a critical look at the english only language policy of education
35th Annual Conference on#N#African Linguistics, 2006Co-Authors: Charles OwuewieAbstract:The language of education in multilingual societies has always been a matter of concern to educators and Educational Planners. As Ouadraogo (2000, p. 89) has pointed out “Education and language issues are very complex in Africa because of the multi-ethnic, multi-lingual situation”. The situation is even more severe when the official language of the nation is different from any of the indigenous languages. There is always controversy over which language to use in school especially at the lower primary level in multilingual societies. Forty-eight years after independence, Ghana is still grappling with which language to use as the medium of instruction in the lower primary school (primary one to three/grade one to three). The language policy of education in Ghana has had a checkered history since the colonial era. In May 2002, Ghana promulgated a law, which mandates the use of English language (hereafter L2) as the medium of instruction from primary one (grade one) to replace the use of a Ghanaian language as the medium of instruction for the first three years of schooling, and English as the medium of instruction from primary four (grade four). This new policy has attracted a lot of criticism from a section of academics, politicians, educators, traditional rulers, and the general populace. This paper looks briefly at the historical development of Educational language policy in Ghana, examines what necessitated the change in policy, and responds to issues raised. The paper then argues for the reversal of the new policy and proposes the implementation of a late-exit transitional bilingual education model.