Search

This paper describes an EU-funded project under the Training and Mobility of Researchers (TMR) Programme, with a particular emphasis on the Oxford-based part. Involving six European universities, the overarching investigation was concerned with the tensions between standardization and tradition in education. In Oxford the focus was on aspects of EU education and training policy in four Member States: the United Kingdom, German, Sweden, and France. The paper describes the research undertaken and its outcomes, using the project as an example of EU funding programmes. [ABSTRACT FROM AUTHOR]

This paper describes the heterogeneous and ill-defined range of associations known as mouvements pedagogiques. They are especially a 20th-century phenomenon, although their roots go back further in time. Eight characteristics of the movements are isolated and described. Working from the model provided by Francesco Alberoni, this article argues that some features of these movements reflect their origins in moments of general instability in recent French history. The movements also fill gaps or remedy inadequacies in the official education system, including the need felt by teachers to 'invest emotion' in education. This paper ends by discussing a recent French definition of mouvements pedagogiques. It suggests that a phenomenon which on the surface appears uniquely French is at a deeper level an illustration of how all education systems focus or invest emotion in the educative process, and tap those emotions in different ways to support an appropriately durable balance between stability and dynamism. [ABSTRACT FROM AUTHOR]

In many countries around the world there is a current focus on the restructuring of education systems in a bid to increase the quality of the educational experience for pupils in order to raise their academic achievement. However, the definition of quality as expressed through policy may not always accord with the aims and aspirations of individual teachers or, perhaps more importantly, match the constructions given to the concept of quality by pupils. The rhetoric and intent expressed in policy texts may even have the potential to restrict the quality of what teachers do and what pupils experience. This paper draws on the findings of the ENCOMPASS project to illustrate the concepts of quality as expressed by the pupils themselves. It looks at what pupils in England, France and Denmark had to tell us about motivation, engagement and the conditions necessary for effective teaching and learning. It proposes some reflections on questions such as: What do young people see as the purpose of schooling? What motivates young people to learn? What do young people expect from their teachers in order to enhance their learning? [ABSTRACT FROM AUTHOR]

This paper describes English and French modes of regulation of the educational system, stressing the contrast between them (regulation by process versus regulation by outcomes), while their goals and organisation prove rather more convergent over the last 30 years. It tries to assess the correspondence between those two ways of operating and what we know about the functioning of organisations like schools. From that point of view, the French system fits the economic theory of organisation less well than the English one, so that some contradictions and tensions are predictable. Last, it looks for some relationship with indicators of effectiveness, equity and social satisfaction towards school in the two countries. No clear relationship emerges at the present time, but the analysis may help predict some problems that lie ahead. [ABSTRACT FROM AUTHOR]

This paper examines educational policies toward indigenous minorities in Japan and Canada during the period of nation-building, from the latter half of the nineteenth century to the first half of the twentieth century. Both Japan and Canada first segregated indigenous children into separate educational institutions and then tried to assimilate them into mainstream society. Beneath these broad policy similarities, however, lie different rationales, with substantially different implications for education and social policy in diverse societies. In Japan, national integration was promoted through a cultural or ethnic rationale, a socially coherent approach that nonetheless allows little room for minorities. Canada approached national integration using a notion of citizenship that both allows considerable space for minorities but is challenged by unity. These two strategies can be seen in two polar models of the state--a civic-assimilationist approach of the "French model" and an ethnocultural exclusionist model of the formation of the German state. The paper argues for a multicultural pluralist model including both civic and cultural/ethnic identities. (Contains 22 notes.)

The article discusses key issues concerning changes in the patterns of educational values, legitimation and accountability in France and England in 1985. Key issues discussed include the emergence of a common legitimating ideology that is used as a basis for educational policy-making and administration, the national policy manifestations of the common economic, political and social pressures being experienced by advanced capitalist societies and the issues' implications for the comparative sociology of education.

The article comments on key issues concerning the editorial board and policies of the "Comparative Education" periodical in Great Britain in 1985. Guy Neave, the professor-elect of the magazine in the University of London, is added to the magazine's editorial board. The periodical also decided to focus on comparative studies of education in higher-income contexts and particularly Europe. The provision of technical, vocational and technological education in France is also surveyed by the magazine.

This article reviews the policies for disadvantaged children in western countries since the mid-sixties. First, it analyses the design and results of the ‘classic programmes’ of positive discrimination such as the American Title I programme, and the English, Dutch, Flemish and French priority areas policies. It discusses the differences and similarities in approach and the disappointing results. Second, the article explores some of the ‘alternatives’ such as pre-schooling, reducing class size, restructuring the school year, and teacher incentives. [ABSTRACT FROM AUTHOR]

The French republican principles upon which public education is based include strict separation of religion from schooling. At the same time, public funds subsidise a large number of private schools, over 90% Catholic. Virtually no recognition or public support is provided for Muslim or Jewish schools, nor is there any public or group demand that it do so. This article examines the complex and changing context in which Muslim identity has evolved in France for and by second and third generation immigrants of Muslim origin from the Maghreb (Algeria, Morocco, Tunisia) or to a lesser degree from ex-Yugoslavia, Turkey or sub Saharan Africa. The latest phase is the most confrontational as the Muslim origin population, regardless of its actual heterogeneity or length of stay in France, is affected by the waves of terrorism and fundamentalism flowing from the Algerian civil war. Ill-informed French public opinion frequently amalgamates all Maghreb or Machrek individuals and communities when faced with the threat of violence. This article situates the official discourse which proclaims that the state and its schools promote a secular and equal opportunity for all and at the same time makes no allowance for cultural, linguistic, religious or socio-economic diversity. It examines more recent attempts by French governments to address the longer term needs and aspirations (especially religious) of immigrant populations of Muslim origin as it becomes clear that these populations are massively becoming French citizens and have no further plans to return to countries of origin. The article concludes with reflections on the specificity of the French approach to religious and cultural diversity. Above all, it emphasises a certain unity of view across political parties and communities that this specificity, although in crisis, does not require major change of the traditional republican approach. [ABSTRACT FROM AUTHOR]

Presents information on the political dynamics of planning and implementing educational reforms in Greece. Comparison of the reforms with those in France; Discussion on compensatory legitimation.

Argues that the differences between French and English system of education arise out of deeply embedded cultural traditions. Comparison between French Catholicism and English Protestantism; Evidence which suggests that structures of consciousness and forms of social organization have been transformed over time into secular equivalents for educational and economic purposes; Why an explanation for the observable contrasts between French and English primary education needs to be sought.

Reports on the results of an analysis of a grammar lesson in a primary school in Northern France. Accordance of an important place to the teaching of grammar in each of the five years of the primary phase in the French National Curriculum; Transcript of the lesson; Sequence of interactive exchanges in the lesson.

The article discusses various aspects of the French education relevant to current concerns in Great Britain. The author in this article has chosen three aspects of the French education for this discussion. These aspects relate to the sectors of primary secondary and higher education respectively. These aspects touch upon several areas of current concern to the British education system. Although the French have found solutions to such concerns but it is difficult to transpose it directly to the British system. Nevertheless, many aspects of the French system remain attractive to those seeking solutions in Britain. The interest of the British government's in the implementation of, what it has termed the National Curriculum would strike many who work in the French education system. It further notes that the merits of a firm central hand on what goes on in school is in a system that has had its own national curriculum ever since the setting up of universal state education. The strength of the decentralized system is supposedly the ability of those areas on the periphery to respond to local needs and thereafter to implement any solutions found. As a postscript to the issue of a national curriculum, it is worth remarking that the size of primary schools has long since ceased to cause the concern among the French inspectorate that it has among its British counterparts.

The article reports that French middle schools were designed to extend compulsory education and to reform secondary education by the French government. The 1959 educational reform introduced by the then Education Minister had extended the period of compulsory education to the age of 16 and altered the name of the lower-secondary schools Coll®ge d' Enseignment Secondaire (CES). Children moving on from primary school could study in the high school designed primarily for the highest social strata or continue another two years in the same school or continue their studies in a vocational school. France of the early 1960's was subject to widespread public debate between the leftist aim of democratizing the educational system, and the right-wing parties' insistence on continuing the tradition of strict selection from among those interested in continuing their studies in the prestigious academic track. The report by the French education commission stated that although the CES is a good solution for solving the challenges mentioned by the government, the new comprehensive middle schools should be autonomous institutions. Middle schools were created to permit social mobility and to promote the lower social strata, therefore there were many obstacles to both the introduction and the implementation of reform.

The article focuses on a research study examining the difference between educational system in Australia and France. The two countries have major differences in the dimensions of the task reflecting different structural frameworks inspite of similarities in the contextual factors associated with increased demand for education. Vocational courses in school, broader range in the senior high school curricula and the practice of selective grade-promotion has led to much higher enrolment rates in full-time education in France. As compared to France, Australia has low rates of full-time participation. A mainly academic curriculum, lack of alternative courses in school and of alternative credentials, reduced accessibility to higher education and the operation of a large TAPE sector engaged in providing part-time training has created social bias in full-time education in Australia. Sex differences are prominent in the vocational systems as well as in the academic programmes in both Australia and France. Apprenticeships are dominated by males in both the countries.

The article presents a comparison of the perception of teachers from France and England of their professional responsibility. The research involves questionnaires, intensive interviews and observation of a small sub-sample of teachers. The study shows that French teachers' primary goal is curricular while English teachers hold a "child centered" ideology. English teachers are less certain about their professional goals than French teachers. English teachers try to provide children with social, personal and academic skills while French teachers focus on academic skills.

The article addresses the issue of the downgrading of the subject of the Humanities in French and English secondary education. The author discusses the reasons behind the downgrading of the subject in the two countries. The author also illustrates that a change in the social exclusiveness of secondary education has created new forms of status differentiation which are themselves related to, and based in, changes in economic life as a whole. The author also gives the reason why this process seems rather more advanced in England than in France.

The article discusses key issues concerning the structure and organization of vocational, technical and technological education in France, which is seen as a key factor in the country's economic and industrial development. Key issues discussed include the publicity given to technical education, the carefully graded system of diplomas that can be worked for in a great variety of specializations at different levels, a comparison of technical education in France and in England and the issues' implications for comparative education.

The article analyzes the Chinese-western scholarly interaction. China has signified its willingness to strengthen ties with western universities and maintain or increase the flow of scholarly exchange. Chinese leaders are confident that their scholars will absorb from the West techniques that will be useful for a modern, independent China. An examination of China's academic exchange with Great Britain, France and West Germany was undertaken, and the exchange policies and programs of the U.S. Canada and Japan in relation to China was reviewed.

The article describes the situation regarding secondary and vocational schools in France after the implementation of the Haby Act. From the French perspective, the education of the less academic minority after the first two years of secondary schooling with its common curriculum has not yet been brought into line with the Haby reforms. However, majority of students stay in full-time general secondary education in the third and fourth years. Successful completion of the first cycle with the award of the Brevet d Études du Premier Cycle is a desirable goal for young people aiming at the middle levels of employment if not at higher education and the professions.

The article analyzes the role of the school map in the history and modernization of the French education. According to the author, the two observations regarding the history of the French school map are that educational planning has been secondary to economic planning and that the spatial distribution of educational facilities has played an important role in official thinking. He suggests that the purpose of the school map is revealed in two ways: by the absence of democratic influence on its formulation and development and by the fact that it does not produce any radical equalization of educational opportunity.

The article forecasts the educational system in France by the 1980s. It also provides a brief overview of the country's educational situation from the past decades. Harsh economic reality will determine the evolution of educational policy during the decade. Restrictions on budget will hold back educational reforms. Attempts to integrate vocational and general education in secondary schools will be taken further. Moreover, reorganization of compulsory education in the lower and upper-secondary schools is also expected.

The article highlights the history and origin of both the Civil Service College in Great Britain and the Ecole Nationale d' Administration in France citing their aims towards comparative education for civil servants. The first initiative for the creation of a college for civil servants in Great Britain when the Charter Act of 1833 was implemented. Training in Great Britain laid on educational qualifications and a system of open competition while France started a class of specialists whose recruitment was originally based on privilege.

The article compares the degrees and levels of formalized parent participation in education in France, Wales, England and West Germany. Key issues discussed include the emergence of formal parental involvement in the control and management of schools as a key trend in education in Western Europe, the administrative structures designed to encourage parental participation that are indicative of changes in social relations, the key role of parent associations in school management and the issues' implications for comparative education.

The article discusses key issues concerning sex education in France in 1974. Key issues discussed include an historical background on the introduction of sex education into the school curriculum, its impact on society that reverberates far beyond curricular reform, the dynamics of curricular change in a centralized system, the effects of external social pressures on schools and the active involvement of teachers' unions, parents' associations, issue-oriented groups and groups of mixed character in the development of sex-education curricula in France.

The article surveys basic secondary education in France, which bears resemblances with arrangements in other advanced countries of Continental Europe, and from which England may derive some lessons. In the French system only one public examination is taken at intermediate level by average and above average pupils, namely the Brevet d'études du premier cycle (BEPC). In other European countries too there is a corresponding measure of the 16+ attainment. The United Kingdom is unique in considering public examination at 16+ to be of high importance and in mounting an elaborate examination procedure conducted by external examining boards. France retains an external examination for this intermediate stage but only in diminished form.

The article comments on the evolution of the baccalauréat examination in France citing reforms to the transitional baccaulauré in 1966 and 1967. Problems arise from attempts to adjust an examination indicating the history and evolution of education in the country. French Prime Minister, M. Georges Pompidou has outlined their plans for education which constitutes reform and a revision of the whole structure of advanced secondary and higher education relevant to policies on the democratization of education.

The article discusses key issues concerning the French experience on the difficulties and complexities of educational planning in industrial societies. Key issues discussed include the motives of the state in engaging in educational planning, the social and economic background of educational planning and education policy in France, the key features of French educational policy, the peculiar difficulties and determinants of educational planning in France and the issues' implications for comparative education.

In many countries around the world there is a current focus on the restructuring of education systems in a bid to increase the "quality" of the educational experience for pupils in order to raise their academic achievement. However, the definition of quality as expressed through policy may not always accord with the aims and aspirations of individual teachers or, perhaps more importantly, match the constructions given to the concept of quality by pupils. The rhetoric and intent expressed in policy texts may even have the potential to restrict the quality of what teachers do and what pupils experience. This paper draws on the findings of the ENCOMPASS project to illustrate the concepts of quality as expressed by the pupils themselves. It looks at what pupils in England, France and Denmark had to tell us about motivation, engagement and the conditions necessary for effective teaching and learning. It proposes some reflections on questions such as: What do young people see as the purpose of schooling? What motivates young people to learn? What do young people expect from their teachers in order to enhance their learning? (Contains 6 tables and 3 notes.)

Since the classical authors of the nineteenth century, the explanation of macro-social phenomena has been considered as the essential epistemic achievement, hence the "raison d'etre," of comparative analysis in the social sciences. In practice, however, the claims of comparative social enquiry for providing convincing explanations are not easily kept. Their realization depends upon quasi-ontological understandings of causation, and on varying conceptions of social theory. The article resumes and tackles these issues while trying to avoid the pitfalls of both positivist orthodoxy and historicist methodology. In so doing, the essay draws heavily on Max Weber's model of "singular causal explanation." It is based on a dynamic and "triadic" scheme of causal relationships--and of causal analysis--that deals in "courses" of events, and in "divergences" between alternative paths and outcomes. The model is both reinterpreted in the light of more recent epistemological debates and illustrated by examples taken from the author's own contributions to comparative social and intellectual history. (Contains 1 figure and 1 note.)

Examines the growth of recognition of adult illiteracy in Western Europe and North America since the early 1970s. Discusses the invisibility of the problem, types of illiteracy identified in schools, importance of literacy across the curriculum, links between illiteracy and poverty, and involvement of international organizations. Contains 36 references. (SV)