Education et équité
Institution:
Aix-Marseille 3Disciplines:
Directors:
Abstract EN:
The object of this thesis is to study the relation between education and equity. The analysis first focuses on the theoretical foundations of education as a means to reduce inequalities, notably based on the different approaches to the concept of equity as the presentation of the theory of the human capital which links the level of education to wages. The second chapter, which concentrates on the empirical study of the effects of education on equity, permits more particularly to show the limits of the democratization of education. The second part of the thesis begins with the analysis of the non-economic factors related to differences in schooling. The aim is first to examine the possibly unequal distribution of abilities, which notably leads to the investigation of the controversial issue of what is innate and what is acquired. Then the theories alternative to the theory of the human capital are developed, according to which education does not bring something extra, but whose main function is to select (theories of the signal and theories of reproduction), or those which challenge the role of education in the formation of inequalities. Finally the last chapter presents, at an institutional level, the differents deadlocks and harmful side-effects the present educational system leads to, and then proposes as a possible solution to solve the problems of equity, the implementation of a policy of education vouchers.
Abstract FR:
L'objet de cette these est d'etudier la relation existant entre education et equite. Dans un premier temps l'analyse porte sur les fondements theoriques de l'education en tant que reductrice des inegalites, a partir notamment des differentes approches du concept d'equite, ainsi que de la presentation de la theorie du capital humain qui lie niveau de formation et remuneration. Le deuxieme chapitre, qui s'attache a l'etude empirique des effets de l'education en matiere d'equite, permet en particulier de faire ressortir les limites de la democratisation de l'enseignement. La seconde partie de la these debute par l'analyse des facteurs non-economiques concernant les differences de scolarisation. Il s'agit tout d'abord de faire reference a une eventuelle inegale repartition des aptitudes, ce qui conduit notamment a l'examen de la controverse entre ce qui est inne et ce qui est acquis. Par la suite, sont developpees les theories alternatives a la theorie du capital humain, selon lesquelles l'ecole n'apporte pas un "plus", mais a comme fonction premiere de selectionner (theories du signal et theories de la reproduction), ou encore celles qui remettent en cause le role de l'education dans la genese des inegalites. Enfin, le dernier chapitre met en avant, au niveau institutionnel, les differents blocages et effets pervers du systeme educatif actuel, et propose alors comme solution susceptible de resoudre les problemes d'equite rencontres, la mise en place de la politique du cheque-education.