"...le jeune est confronté à un choix d'études supérieures sans recevoir de méthode pratique de choix de carrière. Or, il n'est pas suffisant d'aimer une branche scolaire et/ou d'être bon dans une branche scolaire pour gérer sa carrière; malheureusement, l'école confond “l'orientation par l'adulte vers des études” avec “l'accompagnement au choix d'une profession par l'élève (et des études nécessaires pour exercer celle-ci)”. Le besoin de formation en gestion de carrière est pourtant exprimé par une très large majorité des élèves du degré supérieur (et de leurs parents) qui dénoncent les lacunes du système scolaire sur ce point [...]." Faire du jeune l'acteur principal et éclairé de son choix de carrière, en prenant en considération et ses aspirations, et les réalités professionnelles: telle est la ligne directrice de ce guide qui, à travers ses exercices, invite l'élève à la réflexion et au choix raisonné de ses futures études. Associant théorie et pratique, à la quête d'un équilibre entre le vouloir et le pouvoir, cette méthode, qui peut influencer toute une existence en permettant d'exercer une profession épanouissante, se fonde sur vingt-six heures, intelligentes et motivantes, de travail sur soi.

This book is a methodological guide intended for those who wish to better understand how to conduct research in the education and training sciences. It is organized into three main parts. The first part deals with postures, emphasizing the idea that engaging in a research process involves taking a different stance from that of a social or professional actor. For example, this may require converting a professional or social question into a research question or reflecting on the use of a social vocabulary in research. The second part concerns practices, that is, how research is conducted: the definition of a research question based on findings, theoretical exploration and problematization, the production of empirical information and its analysis and restitution. The third and final part concludes by focusing on the diversity of research forms; not only research cultures specific to disciplinary fields and approaches, such as action research, collaborative research or research training, but also the design choices in terms of multi-, inter- or trans-disciplinarily.

Despite a spectacular expansion of the higher education sector in Sub-Saharan Africa, the supply of tertiary education has generally failed to keep pace with demand, and the region continues to lag behind all other regions in terms of access to tertiary education. This is in part a consequence of deeply entrenched patterns of inequitable access to higher education, and the perpetuation of what researchers refer to as “elite systems.†? To date, access to tertiary education in Sub-Saharan Africa has unduly benefited students drawn from the region’s wealthiest households, and overall enrollment remains disproportionately male and metropolitan. These factors stifle the catalytic potential of higher education, corroding its potential for driving economic growth and sustaining poverty reduction. Instead, patterns of access to tertiary education have generally reinforced and reproduced social inequality, instead of eroding its pernicious social and economic effects. Sharing Higher Education’s Promise beyond the Few in Sub-Saharan Africa aims to inform an improved understanding of equity in tertiary enrollment in Sub-Saharan African countries and to examine the extent to which inequity functions as a bottleneck, inhibiting the ability of African universities to effectively drive improvements in overall quality of life and economic competitiveness. In our survey of the evidence, we also aim to identify which policies most effectively address the challenge of promoting equity of access in Sub-Saharan African tertiary education systems. To achieve these objectives, the book collects, generates, and analyzes empirical evidence on patterns of equity; examines the underlying causes of inequity; and evaluates government policies for addressing inequity.