French Educational Policy Research Articles

Evolución de la política educativa francesa: de la igualdad a la diversidad.

This article provides a brief summary and a revision of the evolution of the idea of equality and its implementation in the French educational policy since the birth of the modern State until now-a-days. The starting point is the origin of the national educational system of a liberal nature characterised by the duality of the structures which were maintained until the mid of the XXth Century. After the approval of the 1958 Constitution the first educational reforms were introduced in order to implement the principle of equal of opportunities. This article emphasises the strategy of diversification of the structures and the recognition of the importance of the vocation element of learning as strategies that come along with the principle of equal of opportunities and the provision of a common learning. Finally the article refers to the fact that at the end of the XXth century the principle of diversity has become the motor of the French education policy.

’Plus ça change . . .’?: present French and English educational policies

This paper treats past and present theories that underpin English and French educational policies, highlights their similar goals, particularly the ‘need’ for ‘technologization’ and modernization, and compares and contrasts the means proposed to achieve them, as well as the pace of change envisaged. The last socialist education minister in France, Jean‐Pierre Chevenement, and his successor in the new right‐wing government, Rene Monoury, both appear more expansionist in their intentions than does the present English administration. In the one country the thrust is towards a massive increase in the technically‐qualified; in the other, the measures proposed are more timorous and Malthusian, particularly in higher education, and the accent is on value‐for‐money. However, past experience on both sides of the Channel shows that educational blueprints have often been abandoned or modified by the decision‐makers: in both countries the gap between intentions and reality is often wide.

The Presentation of Indigenous Society in the Schools of French West Africa and Indochina, 1918 to 1938

The historiography of French colonial educational policy and practice has advanced considerably over the past decade. Not long ago W. Bryant Mum-ford's allegation, “Africans learn to be French,” was taken literally, and most scholars presumed that France, either out of cultural arrogance or blind reflex, brought metropolitan schooling in undiluted form to her colonies. We know better now. Recent studies of education in French West Africa and Indochina have suggested that colonial schools were not only adapted to the colonial context, but taught the students a great deal about their own societies. This article focuses on the knowledge that the two basic school levels, the elementary and primary, distributed about indigenous society in two French colonial federations—French West Africa and Indochina—in the period 1918–38 and speculates as to why the content and distribution of that knowledge took the forms they did. The discussion is based on analysis of texts in use in the primary schools, government curriculum guides, and student school notebooks. It begins with a brief survey of the structure of the educational system and curriculum of the schools as a whole, then proceeds to an analysis of the presentation of indigenous society in the schools.

Sociopolitical Attitudes of French Secondary School Youth

FRENCH EDUCATIONAL POLICIES and programs have been largely inspired by a liberal educational philosophy inherited from the Renaissance and Reformation. Social and economic changes of the last twenty years, particularly the growing influence of science and technology, have led, however, to a reevaluation of educational priorities, goals, methods, and classroom social climate. Have these phenomena led to changes in the knowledge, feelings, and values held by youth? The following study is an attempt to answer this question and to ascertain the sociopolitical attitudes of French secondary school students.2 Specifically, it seeks: (1) to find out what the social and occupational expectations of high school youth are, and what indications there are of increasing desires for upward mobility; (2) to explore student interest in politics and political participation at national and international levels; (3) to investigate the extent of youths' support for the political system; (4) to analyze the role of agents of political socialization such as family, school, and peers; and (5) to study some relationships between mediating variables (e.g., sex and social class) and the sociopolitical attitude patterns.

French Educational Policy in Togo and Dahomey

In its vastness and richness Africa rivals its sister continents. Because of its wealth it has long commanded attention of Western world. But perhaps greatest significance of Africa is to be found in its possibilities as a proving ground in human relationships-social, economic, and political. Here is one place in a troubled world where mistakes previously committed may be corrected; where, indeed, a new and better civilization may be cultivated through deliberate application of human intelligence and understanding. In this process should play leading r6le. To African, is as significant as magic. In large measure which is permitted him by Western world dominating him holds key to his economic, political, and social future. In increasing degree African himself is made aware of this fact. It may be interpreted as a sign of progress, therefore, that it is no longer an issue in responsible quarters that African shall be afforded an of some kind. True, there are many who still cling steadfastly to belief that African should remain as uneducated as possible. Some of these latter attempt to hide behind romantic sentimentalism that African must be left entirely to his own devices, in a foolish and not always honest glorification of noble savage. This view, of course, ignores completely present irresistible influences at work in Africa. Others, more candid, see native only as a potential labor-supply to be drawn upon at will by white men, and with which his would seriously interfere. Such views, however, are rapidly becoming outmoded. In words of one prominent colonial observer, the cause of generalisation of native has been won.' Most colonial powers now realize that both duty and interest demand that be disseminated generally and that desire of natives for it neither brooks denial nor too great restraint. The fact is that education of African goes on apace with or without schools and schooling. It is as true as it is commonplace to say that native's begins when he makes his first contact with European. The resounding crash of modern industrial system against profoundly more primitive native life -the motor lorries, electric cranes, steam-boats, railroads, commerce, and all other complex paraphernalia of modern industrial life in Western world, which are paraded before startled eyes of African with such kaleidoscopic rapidity-makes it astonishing that he has not been left completely dazed by it all. If Afri-