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The Revue internationale d’éducation de Sèvres, published by France Education International, is a French-language journal which provides a comparative approach in the field of educational policies and teaching practices. With more than 1,200 authors published from 120 countries on all continents, the journal has become an encyclopedia of education around the world, as well as a bridge between continents and cultures.
The journal has an international scientific board and an editorial committee, which convene at regular intervals. It publishes three issues a year for an audience of education policymakers and practitioners, as well as academics and researchers from various disciplines with an interest in education. Issues are organised around a central topic an also provide information and documentary resources on education systems.
The journal periodically organises international conferences to reflect upon major ongoing developments in the field of education across the world. These conferences are used to produce a special issue of the journal available in full access on OpenEdition.

Latest issue
89 | avril 2022
La santé à l'école

Health in schools
Salud en la escuela
Edited by Hélène Buisson-Fenet and Yannick Tenne

The scope of health in schools has changed significantly over the last two centuries under the influence of major international organisations: from a traditional focus on hygiene and disease prevention it has evolved to encompass children's overall wellbeing. While there is much research on this subject, few studies examine the relationships between families, schools and health professionals.
While all three play a part in health education, do they share the same objectives and expectations? How do school and health standards relate to each other? Who has the expertise and the power to act? The 89th issue of the Revue internationale d'éducation de Sèvres focuses on the representations and practices of each of these actors as well as on the effects of the measures taken in ten countries with different socio-cultural and political contexts.
Even if the case studies reveal a great diversity of responses and situations, it is worth highlighting elements of convergence such as a focus on the individual needs of the child, on special education needs, preventative interventions and pupils’ wellbeing.
However, the balance between actors remains fragile and the topic requires further investigation.
Case studies: Belgium, Cameroon, China, Germany, Netherlands, Poland, Quebec-Flanders comparison, Tunisia, Turkey.

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