French Higher Education System Research Articles

HYBRID EDUCATION CONTENT AND PLATFORM FOR BACHELOR CURRICULUM IN TECHNOLOGY AND ENGINEERING

AbstractDuring coronavirus time, academic organisations and education institutions have been faced to amazing and radical changes from one day to the other of their teaching contexts, practices, materials and standards and so on. Due to pandemic, in many countries professors, teachers, educators have been obliged to switch on remote education and teaching models with numerous virtual and digital solutions that at the beginning were more or less efficient and professional based. The paper will present a experiment feedback for large hybridation of technology and engineering curriculum for bachelor degree in French higher education system. The educational content and platform has been developed by the consortium of 14 different universities and higher education institutions. In the global topics covered by the project, a specific focus will be given in the paper on subject dealing with engineering design, systems engineering and sustainanibility.

Training of landscape gardening specialists in the french higher education system

The paper deals the issue of training future specialists in gardening and park management in higher education institutions in France. It is established that the training of these specialists is carried out in institutions of various types, which are integrated into the general system of educational institutions. The main features of training of future specialists in landscape gardening in French higher education institutions are determined: constant development of an extensive and differentiated system of educational institutions; practical and constant interconnection and mutual influence between all levels of education, including professional development; autonomy of educational institutions within the framework of national, regional and local educational programmes; innovation in the educational process and professionalisation of future specialists. Higher education in France is aimed at shaping a new vision of the nation and the worldview of young people: innovation and scientific research; environmental protection and agro-ecological development of national territories; highly professional, multidisciplinary and demanded young specialists in the labour market; integration of scientific and educational achievements into the development of local territories; use of regional potential by combining the efforts of scientific, educational and industrial institutions to develop the country's bioeconomy. Higher agricultural education in France provides training, education of engineers, specialists in landscape architecture and design, specialised personnel, teachers, scientists and veterinarians in 26 higher education institutions: 19 institutions are public and 7 are private. To date, new types of educational institutions have been established and are successfully operating in France, providing multi-level and multi-functional professional training of agricultural engineers that optimally meet the interests of the individual and the staffing needs of enterprises and territorial communities. This helps to increase the competitiveness of their graduates, expand their career opportunities, and ensure stability in their professional activities. As a rule, these are professionals of a polyvalent nature who speak two foreign languages. The trend of improving and expanding the short cycle of professional higher education, as well as alternative (non-formal) agricultural education, which is represented by: apprenticeship (formation par apprentissage); continuing education (formation continue); distance education (formation ouverte et à distance); alternative system of assessment (certification) of professional experience (la Validation des Acquis de l'Expérience, VAE), is quite effective for agricultural education in France.

ПОДГОТОВКА СТУДЕНТОВ ИНЖЕНЕРНОГО УНИВЕРСИТЕТА К АКАДЕМИЧЕСКОЙ МОБИЛЬНОСТИ

The relevance of the paper is due to the importance of students’ academic mobility as an efficient tool in human capital accumulation, and ensuring the future competitiveness of specialists in the international labor market. The purpose of this paper is to identify the importance of students’ academic mobility, its main criteria, as well as to show the implementation of programs for preparing students for academic mobility at KNRTU. The paper demonstrates the programs for preparing students for academic mobility Psychology of Professional Success and Academic Mobility Training for Studying in French Universities. Every year since 2014, KNTRU has implemented the Preparation for Academic Mobility to French Universities program. The program was created in order to prepare students for academic mobility, acquaint them with training in French universities, i.e. improve and deepen their knowledge of the French language and acquaint them with the French system of higher education. Also, to prepare students for academic mobility, the Psychology of Professional Success program was implemented. This program was successfully completed by 39 KNITU students. The goal of the program Psychology of Professional Success is professional and psychological training of students, increasing the level and readiness for academic mobility, for effective professional activity, forming a general idea of the psychology of human behaviour in various life situations, the development of professional orientation and personality psychology. The result of these programs is that thanks to the new knowledge and skills gained, KNRTU students will be more successful and competitive in their professional activities both at the Russian and world levels.

From Dream to Reality: The Ambivalent Role of Nascent Entrepreneurs’ Motivation in the Intention-Action Gap

Abstract This paper addresses nascent entrepreneurs’ intention-action gap by examining the predictive and the moderating role of different types of motivations. We draw on the theory of planned behavior and on action theory to explain the entrepreneurial action of 205 student nascent entrepreneurs operating in academic incubators within the French higher education system. Our results demonstrate an indirect influence of extrinsic and intrinsic motivation on entrepreneurial action. When referring to motivation as moderating the relationship between intention and action, we show that mid-levels of extrinsic and intrinsic motivation reinforce the positive association between nascent entrepreneurs’ intentions and actions. Our study demonstrates the importance of distinguishing between motivational and volitional phases of the entrepreneurial process, and provides new insights for academic institutions seeking to incubate businesses created by student nascent entrepreneurs.

Система навчання як соціальна провокація: за романом Р. Мерля “За склом”

This article is dedicated to the crisis situation in the French system of higher education of the 1960-ies. In particular, main grounds for students’ protests in 1968 have been considered: opposition to political regimes, strikes against the war in Vietnam, demonstrations against improper conditions for study and censor. The attention is focused on the background of the May Revolution in France. The novel by R. Merle “Behind the Glass” (1970) within the curriculum of the higher educational institution has been studied. It has been determined that the author distinguishes a number of typical characters of the students’ and teachers’ media. The cause and effect course of social events within the archaic teaching tradition in the system of higher education in France in XX century has been defined. It has been traced that the necessity of еру emergency renovation of curricula, lectures and tutorials caused rebellious mood among the students. The investigation shows that financial instability, conservative scientific and technical opportunities of education, expressive conflicts between the assistants and professors of the University of Nantes, unfavorable conditions for the students’ education and existence, lack of creative cooperation with the teachers, unwillingness to come to an understanding with the students in Paris resulted in the rebellious mood among the students. Under the analysis results it has been found that еру students’ rebellions in 1968 not only changed social and economic sector of the French society, but also significantly renewed higher education system of teaching.

UNIVERSITY EDUCATION IN THE FRENCH REPUBLIC: STRUCTURE AND LEGAL FRAMEWORK

The article deals with the complex and multistage system of higher education of the French Republic. The structural features of higher education in France, its complex and multi-stage system has been considered. Attention is drawn to the role of the state in the field of higher education in France. The importance of the development of education for the national development of the country and civilization as a whole has been stressed. A strong centralized presence and role of the state in the field of education in France has been noted, in particular in the organization of the educational process and in financing the education sector, as well as in determining the fundamental principles of the educational process, the details of the curriculum at all levels of education, the organization of the procedure for receiving teachers, determining the content, recruitment teachers who become public officers, ensuring their continuing education; recruiting and training inspectors responsible for quality control of the education system; funding public education and subsidizing “private schools under contract”. The article focuses on the constant attention of the state to the problems of education. It highlights the openness of the French system of higher education and its accessibility for most of the population. The features of France’s higher education management system and the specifics of its legislative framework have been disclosed. Four Legislative Acts of the Ministry of Education are characterized, played an important role in its functioning. A more democratic and collegial management of universities for today has been noted. The relevance of the study of the structure and legislative framework of university education in France has been grounded. The types of higher education institutions in France and their features in the context of development trends have been investigated. The current stage of development of the system of French university education and the features of structural transformations have been considered. The features of the functioning of universities, “grand schools” and private higher education institutions have been disclosed. The article draws attention to the achievement of the French system of higher education and its uniqueness. The role and place of large schools in the system of higher education in France have been highlighted. Leading elite schools and universities have been mentioned, as well as the conditions for entering them. Attention was paid to the almost equal quality of education in the capital and in the province.

Developing Metacognitive Strategies of Future Teachers in the French System of Higher Education

Abstract The article analyzes the trends in teacher education development with the aim to improve the system of education in Ukraine. The need to improve professional training of future teachers taking into account metacognitive learning strategies is emphasized. The main way of enhancing efficiency of professional knowledge acquisition is defined to be metacognitive processes. The study of psychopedagogical literature shows variety and diversity of scientific approaches to undestanding the essence of metacognitions. It is indicated that the implementation of metacognitive approach is impossible, unless the student possesses the knowledge of learning strategies. When the lecturer aims to develop them in the students, learning becomes more personality-oriented and the level of learner autonomy is increased and thinking is amplified. This, in turn, is one of the most important ways to develop self-study skills. Foreign educational science singles out three groups of learning strategies such as cognitive, socially affective and metacognitive (being the main element of educational actions). The methods of metacognitive learning in higher education institutions in France are analyzed. The metacognitive learning pattern of note-taking is defined as to be most practice-oriented. It consists of such stages as contextualization, decontextualization and recontextualization. The analysis of training programmes for future teachers proves that the implementation of metacognitive programmes into practice of higher teacher education in France is based on the following two processes: either their full assimilation with the already existing syllabi, or the expansion of syllabi with the specialized course of study in metacognitive learning. Therefore, these programmes urge lecturers to realize that under modern conditions it is necessary to switch to metalearning. Students are assisted in creating a list of competences and knowledge and are aware of the need to enhance them in the future. The analysis of metacognitive programmes for professional training of future teachers in France concludes that lecturers aim to develop future teachers’ ability to self-analyze and self-assess learning activities.

Признание профессионального опыта в системе высшего образования Франции

The establishment of the National Qualifications Framework in Russia based on European practices in this regard makes it relevant to consider the system of French certification and recognition of professional experience. The research describes the higher education system in France through the range and procedure for achieving diplomas of various levels (such as Advanced Technician Certificate (BTS), Bachelor’s (Licence), Master’s (Master), and Doctoral degrees (Doctorat)) within the basic and continuing education. The study defines the opportunities provided by the French higher education system through the recognition of professional experience. The paper analyzes the documents recognizing learning outcomes. The research elaborates on the procedure for recognizing professional experience carried out by professional communities specializing in a particular area. The recognition of professional experience is regarded as an important element of the French education system rendering the right to continue education and hold office being unavailable before the recognition procedure.

HIGHER EDUCATION IN FRANCE: HISTORICAL DEVELOPMENT

The article deals with the peculiarities of historical development and modern state of higher education in France. The periods of higher education development of France are determined and the complex and multi-level system of French higher education is considered. The importance of education for the strategy of national development of the country and civilization is emphasized. The importance of the study of the historical development of the university education in France has been substantiated. The stages of education development at the universities of France are outlined and features are considered. each of these stages. The types of higher education institutions in France and their peculiarities in the context of development tendencies are investigated. The present stage of the development of the system of French university education and the peculiarities of structural transformations is considered. The article describes the duality between the French higher education institutions and research centers, as well as the duality between educational institutions and educational programs. The peculiarities of functioning of universities, “big schools" and private institutions of higher education are studied. There is a strong centralized presence and the role of the state in the education of France, in particular in the organization of the educational process and in the financing of education, as well as in defining the fundamental principles of the educational process. The article focuses on the achievements of the French system of higher education and its uniqueness. The role and place of large schools in the system of higher education in France are highlighted. The leading elite schools and universities are mentioned, as well as the conditions for joining them. Attention was paid to the almost equal quality of education in the capital and in the province. Attention is drawn to the national character of the French higher education.

РОЗВИТОК УНІВЕРСИТЕТСЬКОЇ ОСВІТИ ФРАНЦІЇ: ІСТОРИЧНИЙ АСПЕКТ

The relevance of the study of the historical development of university education in France has been grounded in the article. The complex and multistage system of French higher education has been considered. The stages of the development of education in French universities have been determined and the features of each of these stages have been considered. The article highlights the formation and historical development of higher education in France. The article draws attention to the achievements of the French system of higher education and its uniqueness. The role and place of grand schools in the system of higher education in France have been singled out. The leading grand schools and universities have been mentioned in the article, and the conditions of admission to them have been stated. The attention has been paid to practically equal quality of education in the capital and in the province. The unique features of France’s higher education, conditioned by the stages of its historical development and social processes, have been determined. In the article the attention has been drawn to the national character of the French higher education. The role of the state in financing of the higher education in France has been considered. France’s participation in students’ mobility programs has been stated. The modern stage of development of the system of French university education, the features of structural transformations and the possibility of implementing of French experience in Ukraine have been considered.

On Academic Freedom and Elite Education in Historical Perspective: Medieval Christian Universities and Islamic Madrasas, Ottoman Palace Schools, French Grandes coles and 'Modern World Class Research Universities'

In this essay in comparative analysis five historically and culturally distinct cases of elite higher education are presented as imperfect realisations of the ideal of academic freedom – medieval universities, early Islamic madrasas, Ottoman palace schools, French grandes ecoles and “modern world class research universities”. Special attention is given to the complexities of the French system of higher education and research. It is seen as a bridge between older forms of elite higher education and the quest for international research excellence characterising the current age of mass higher education.

Los universitarios en la tormenta del capitalismo kafkaïano. El caso francés.

Así como las telecomunicaciones, el sistema francés de Educación Superior e Investigación (ESI) esta profundamente reestructurada desde el Pacto de Bolonia (1999). En nombre de una modernización permanente de los servicios públicos y de una política de austeridad económica, la ESI fue desmantelada y remodelada en un tiempo récord. Las reformas iniciadas en 2005, junto con una política de disminución drástica de puestos de docentes y investigadores titulares, tienen una serie de efectos sobre la universidad, sus condiciones de trabajo y empleo y luego sobre el homo academicus. Las reorganizaciones inducidas por estas reformas eran -y siguen siendo- para todo el personal sinónimo de aumento de sus tareas e intensificación constante de su carga de trabajo. Sin embargo, junto con la disminución constante de los recursos y la proliferación de mandatos contradictorios, los academicos se enfrentan a la incapacidad crónica de hacer bien su trabajo. La degradación del medio universitario tanto como la erosión de la ética laboral, sumados al desaliento y el agotamiento, son factores de riesgo psicosocial. Pero la multiplicación de las formas de sufrimiento y señales de advertencia en las universidades suelen ser poco visibles en el paisaje académico francés, que, al igual que el resto del país, poco a poco se está “latinoamericanizando”.

Understanding How Students Interact With Technology For Knowledge-Sharing

The context of this enquiry is the rapid evolution of Internet technology. The aim is to explore the extent to which young adults exchange information and share knowledge within the sphere of French higher education, public and private. The enquiry uses a two-phase approach: survey methodology followed by depth interviews to examine technology usage and preferences in the learning process - from a student perspective. An analysis of the data provides an insight into the culture of Internet usage in France; a widening chasm between students and tutors in the use of technology within communities of learners. The study focuses on the French higher education system; more research would be needed to compare cross-culturally. It is nevertheless instructive for tutors and academic managers within higher education to be aware of the findings to rethink the role of technology in learning and knowledge-sharing. This enquiry contributes to the body of literature on the evolution of Internet user behaviour and our understanding of contemporary trends.

The French evolution: France and the Europeanisation of higher education

In this paper, the salient characteristics of the French higher education system are examined in the light of its recent evolution and in the context of overwhelming Europeanisation trends. In spite of major weaknesses still hindering the performance of French universities, it is argued that following the recent wave of reforms, the country is well-equipped to face the numerous challenges of the global knowledge economy.

Les pratiques d’enseignement dans l’université de masse : les premiers cycles universitaires se scolarisent-ils ?

The practices of faculty members who teach courses during the freshman and sophomore years in universities are described at a time when the French system of higher education is becoming more dualistic and when we increasingly hear that the indicators of academic failure—especially high during these 2 years—must be brought down. After presenting the concepts of a “scholastic” and an “academic” transmission of knowledge and teacher-student relationship, a survey in the field is used to test the hypothesis of a “scholarization” of the diploma (DEUG) obtained after these 2 years. There are, indeed, trends toward this “scholarization”, which is described: both its generalized expressions (for instance, the psychologization of practices) and its variations by discipline. However, they are still superficial and not very effective. They are superposed on a strong orientation toward research and the reproduction of researchers. Ultimately, members of the faculty teach while considering that the first 2 years of higher education correspond to a phase of latency.

O trabalho pedagógico na construção social da excelência escolar

Ao analisar as práticas pedagógicas, este artigo objetiva demonstrar as transformações do sistema educativo no ensino secundário na França. O estudo da ação pedagógica desenvolvida nos lycées (privados e públicos) da cidade de Lille mostra que estes são bem cotados tanto pelos resultados de seus alunos no baccalauréat como por sua disposição a preparar os melhores de seus alunos para as "grandes écoles".<A NAME="tx01"></A><A HREF="#nt01">1</A> Estas últimas ocupam um lugar privilegiado no Sistema de Ensino Superior francês por prepararem as elites dirigentes dos setores público e privado. Esta investigação revela as diferenças que se forjam no próprio âmago das salas de aula de acordo com o tipo de pedagogia usado pelos docentes em função de seus juízos ou apreciações quanto ao devir dos alunos. Embora os conteúdos ministrados sejam os mesmos para todos os alunos, as modalidades de transmissão dos saberes disciplinares diferem, de modo que alguns adquirem conhecimentos de maneira "racional" ao passo que outros os recebem por meio de "experimentações" pedagógicas que não lhes permitem apreender a lógica ou os princípios da disciplina.

Accreditation or validation of prior experiential learning: knowledge and savoirs in France—a different perspective?1

This article stems from the study of the process and application of Accreditation of Prior Experiential Learning (APEL) in the French higher education system, in France referred to as VAP (Validation des Acquis Professionnels). The paper seeks to review not only the context in which the concepts underpinning VAP in France have developed, but also the nature of these concepts and their implementation in practice. In particular, we consider the specific meaning of concepts used within France where terms with close meanings reflect subtle but essential cultural differences of approaches within this arena, when compared to similar concepts and approaches in the Anglo‐Saxon world. The practice of APEL in France raises questions about the nature, acquisition, recognition or even reconciliation of various forms of knowledge, as well as their utilization in respect of employability. While in Anglo‐Saxon countries, and in the United Kingdom in particular, the practice of APEL seems to uncover resistance in universities along a ‘vocational’ or ‘professional’ versus ‘academic’ divide (Merrifield et al., 2000), la formation continue in the French higher education system seems to offer, through its VAP practices and underpinning principles, a third way, giving parity of esteem to professional and vocational knowledge.

STEERING HIGHER EDUCATION IN FRANCE: 1981‐1991

After a brief presentation of the specificities of French higher education‐policies, the principal characteristics of the French higher education system are presented and described so as to distinguish two of the principal means which the authorities have used most frequently to steer higher education: on the one hand, regulations leading to formal changes, and on the other hand, incentives. The article closes with a description of the constraints which limit the decisions of the central authorities and an evaluation of their logic of action.

The First Steps in the French Higher Education System of an Educational Strategy of Tomorrow: Alternance

The educational policy of a country should not indeed be based on the sole criterion of economic efficiency since one of its main objectives is to raise the cultural level of the whole population. It remains, nevertheless, that one of the basic problems with which advanced industrialized nations are presently faced is the correlation between education and employment. It is no longer possible, as in the 1960s, to assume that developing educational facilities is sufficient for economic growth based on industrial development.

Inefficiency in the French System of Higher Education

Inefficiency in the French System of Higher Education