The Francqui Chair 2015 was awarded to Professor George Felouzis, Professor at the University of Geneva.
Mr. Felouzis will lead five conferences during the second term of the academic year.
The Francqui Foundation invites Belgian and foreign professors to occupy an academic chair and to teach at the highest level possible in their specialising domain. These Francqui Chairs have the added advantage of promoting international academic exchanges.
The conferences proposed under the Francqui Chair 2015 at the University of Mons will address the links between education policies and educational inequalities. The objective of this is to understand the nature of these inequalities, which may depend on a variety of individual and collective factors, such as social background, gender, and migration status, among others, and also to investigate production methods linked to public policy in the field of education. Practical and theoretical sources of this series of conferences will come from international research in education as ad hoc analysis of national and international data.
Monday 9th February 2015, 6:30 pm – 8:30 pm – Opening Conference
Educational Inequality and Education Policies: Questions, Debates and Analyses
This first conference will aim to define educational inequality within a theoretical framework from an educational sociology perspective: What does educational inequality mean exactly? What links can we make between equity and equality? How can we measure, analyse and interpret these inequalities in connection with the various theoretical fields at our disposal? The debates on these issues are plentiful, especially with regard to identifying the sources of inequality. We will explore two particular theories explaining "cultural discontinuity" and "systemic discrimination". We will then address the difficult issue of school inequality production methods by looking at examples from a variety of national contexts.
This conference will be followed by a friendly drink.
Presentation of conference (in French)
Monday 2nd March 2015, 6:30 pm – 8:30 pm
The Equity of Education Systems. Benefits and Flaws of PISA.
This second conference will cover the issue of education quality in relation to the equity of education systems. Our main source will be the Programme for International Student Assessment (PISA) survey in which we will explore its theoretical and practical benefits and flaws. This will be an opportunity to address both the issue of methodological tools and the rationale that can be adopted based on international comparisons of student achievement at the end of compulsory education. Are some education systems fairer than others? What are the links between social equity in society and school equity? We will conclude with some case studies: Poland, France, and the French Community of Belgium.
Monday 23rd March 2015, 6:30 pm – 8:30 pm
Do Markets in Education Improve Education? An International Comparison.
One of the most heated debates in the field of educational policy concerns "markets in education". This debate primarily affects the educational governance methods (centralised vs. decentralised) most likely to promote learning. It also touches on the issue of freedom of choice when it comes to choosing a school, as well as the effects that markets in education have on inequality. After questioning this very concept, based on international research and some specific cases, we will study the different types of markets in education, how they work, and their impact on inequality of academic achievement.
******* Monday 20th April 2015, 6:30 pm – 8:30 pm
Traditional Teaching or Personalised Programmes? How Should Compulsory Secondary Education be Structured?
Should compulsory secondary education be structured based on primary education (traditional teaching of an array of classes, an integrated system, and teaching the same core curriculum to all pupils), or on post-compulsory education with personalised programmes that separate students according to their choices and academic level? The traditional method favours a principle of equal opportunities, whereas implementing personalised programmes at an early stage implements a meritocratic principle, which involves offering more, for example, the best teachers and the most ambitious programmes, to pupils who are already academically gifted and high up the social ladder. What are the presumptions that govern the choice of education structure according to one of these models? In research, what are the views on the effects of these different approaches to structuring secondary education in terms of equity and efficiency? Several national case studies will be examined: Switzerland, France and the French Community of Belgium
Monday 4th May 2015, 6:30 pm – 8:30 pm
Is Priority Education an Effective Policy to Combat Inequality?
To conclude this series of conferences, we will examine a policy, which, under the "priority education" label, takes very different forms from one historical period to another and from one country to another. We will examine the principles behind these policies, their implementation and their effects in different European countries and outside Europe. Ultimately, what conclusions can we draw from these policies and can we identify the most relevant dimensions of their effectiveness?
Presentation of conference (in French)
University of MonsPlace Warocqué, 177000 MonsSalle Académique (1st floor)