{"id":750,"date":"2026-03-05T18:11:26","date_gmt":"2026-03-05T17:11:26","guid":{"rendered":"https:\/\/rpc-revue.org\/?page_id=750"},"modified":"2026-07-26T19:12:32","modified_gmt":"2026-07-26T18:12:32","slug":"recherche-pedagogie-et-culture-n-31-de-leducation-en-pays-anglophones-septembre-octobre-1977","status":"publish","type":"page","link":"https:\/\/rpc-revue.org\/?page_id=750","title":{"rendered":"Recherche, P\u00e9dagogie et Culture n\u00b0 31-De l\u2019\u00e9ducation en pays anglophones-Septembre-Octobre 1977"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/rpc-revue.org\/wp-content\/uploads\/2026\/07\/N31-page-de-couverture.pdf\">Page de couverture<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>SOMMAIRE<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/rpc-revue.org\/wp-content\/uploads\/2026\/03\/N31-sommaire-avant-propos_ocred.pdf\">Sommaire-Avant-propos, page 2<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/rpc-revue.org\/wp-content\/uploads\/2026\/03\/N31-art1_ocred.pdf\">R\u00e9forme des enseignements primaires, H.W.R.&nbsp; et &nbsp;C.R. Hawes, page 4<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/rpc-revue.org\/wp-content\/uploads\/2026\/03\/N31-art2_ocred.pdf\">Changements \u00e9ducatifs et formation des ma\u00eetres au Nig\u00e9ria, PR. N.A. Nwagwu, page 19<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/rpc-revue.org\/wp-content\/uploads\/2026\/03\/N31-art3_ocred.pdf\">Les \u00e9coles du Nig\u00e9ria et les probl\u00e8mes de langues, P.Obanya,&nbsp; page 24<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/rpc-revue.org\/wp-content\/uploads\/2026\/03\/N31-art4_ocred.pdf\">La modernisation des programmes scolaires dans une ancienne colonie britannique, P.L. Higgs, page 30<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/rpc-revue.org\/wp-content\/uploads\/2026\/03\/N31-art5_ocred.pdf\">Le projet de r\u00e9formes de l\u2019enseignement en Zambie et l\u2019enseignement du fran\u00e7ais, J.Bigand, page 35<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/rpc-revue.org\/wp-content\/uploads\/2026\/03\/N31-art6_ocred.pdf\">Education rurale en Tanzanie, S.R. Toroka, page 39<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/rpc-revue.org\/wp-content\/uploads\/2026\/03\/N31-art7_ocred.pdf\">Evaluation du programme des \u00e9coles polytechniques rurales au Kenya, D.Court, page 46<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/rpc-revue.org\/wp-content\/uploads\/2026\/03\/N31-art8_ocred.pdf\">Le t\u00e9l\u00e9-enseignement dans quelques pays d\u2019Afrique australe, H.Perraton, page54<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/rpc-revue.org\/wp-content\/uploads\/2026\/03\/N31-art9_ocred.pdf\">Les brigades de Serrowe au Bostwana, P.Van Rensburgh, page 63<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong><a href=\"https:\/\/rpc-revue.org\/wp-content\/uploads\/2026\/03\/N31-en-direct_ocred.pdf\">En direct<\/a>&nbsp;:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>du&nbsp; Mali&nbsp;: Kele Monson Diabate, page 69<\/li>\n\n\n\n<li>de la R\u00e9publique populaire du Congo&nbsp;:<\/li>\n\n\n\n<li>L\u2019Ecole de peinture de Poto-Poto, page 69<\/li>\n\n\n\n<li>Education des adultes&nbsp;: continuit\u00e9 et perfectionnement, page 73<\/li>\n\n\n\n<li>des th\u00e9\u00e2tres&nbsp;: Le Mwondo th\u00e9\u00e2tre \u00e0 Paris, page 77<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong><a href=\"https:\/\/rpc-revue.org\/wp-content\/uploads\/2026\/03\/N31-dun-livre_ocred.pdf\">D\u2019un livre \u00e0 l\u2019autre&nbsp;<\/a>:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Civilisations traditionnelles et culture moderne au Za\u00efre, Page 78<\/li>\n\n\n\n<li>M\u00e9tiers de formateurs, page 79<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Les articles publi\u00e9s dans cette revue n&rsquo;engagent que la responsabilit\u00e9 de leurs auteurs.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">DOSSIERS PEDAGOGIQUES &#8211; AUDECAM, 100, rue de l\u2019Universit\u00e9, 75700 Paris<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Directeur de publication: R. Destribats<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Page de couverture SOMMAIRE Sommaire-Avant-propos, page 2 R\u00e9forme des enseignements primaires, H.W.R.&nbsp; et &nbsp;C.R. Hawes, page 4 Changements \u00e9ducatifs et formation des ma\u00eetres au Nig\u00e9ria, PR. N.A. Nwagwu, page 19 Les \u00e9coles du Nig\u00e9ria et les probl\u00e8mes de langues, P.Obanya,&nbsp; page 24 La modernisation des programmes scolaires dans une ancienne colonie britannique, P.L. Higgs, page [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-750","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/rpc-revue.org\/index.php?rest_route=\/wp\/v2\/pages\/750","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/rpc-revue.org\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/rpc-revue.org\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/rpc-revue.org\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/rpc-revue.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=750"}],"version-history":[{"count":16,"href":"https:\/\/rpc-revue.org\/index.php?rest_route=\/wp\/v2\/pages\/750\/revisions"}],"predecessor-version":[{"id":2169,"href":"https:\/\/rpc-revue.org\/index.php?rest_route=\/wp\/v2\/pages\/750\/revisions\/2169"}],"wp:attachment":[{"href":"https:\/\/rpc-revue.org\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=750"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}