Education In France Research Articles

The Learning of Interpersonal Sexuality Among Young French Adults Under the Prism of Consent

Recent report suggests that the French public school system is struggling to provide sufficient content to the students both in terms of quantity and quality. Since the French formal education system does not seem to provide adequate sexual and emotional life education, the present study’s objective is to identify and examine the processes underlying their learning of sexuality and intimate relations by focusing on three main topics: the sources of education, the first sexual experience, and the consent communication occurring during these moments. A qualitative method inspired by Interpretative phenomenological analysis (IPA) was used to conduct and analyze 14 interviews with young adults (23-28 years-old). The current study’s main findings indicate that participants educated themselves mostly through interactions with peers and media consumption. As for their first sexual intercourses, the study showed two distinct patterns according to the participants’ relationship status: those engaged in a committed relationships generally followed a step-by-step process over several months while the single ones’ first sexual experience occurred over one specific intercourse, often with a partner met the same day. At the time of the first sexual experiences, consent communication was operated through non-verbal and implicit cues essentially at that time; however, following Me Too social activism movement, most participant reported that now they feel the need to receive and communicate consent in a more explicit way. The participant’s discourse suggests that the formal sex education in France needs to be improved to fit the younger generation’s needs.

Symposium 3: Content and Language Integrated Learning

European policies mandate encouraging plurilingualism in a digitally enhanced world. This mandate is placing increased demands on higher educational practitioners and institutions to prepare today’s learners with new linguistic skills. Content and Language Integrated Learning (CLIL) policy appears to resonate strongly with European aspirations and goals of educating citizens and promoting lingual diversity, pluriculturism, and mobility within the European Union. Whilst offering a potential solution through the interweaving of content and language in a dual-focused educational approach, CLIL is at risk of becoming a ‘buzz word’ without evidence-based research on emerging CLIL practices. This paper suggests a framework for practice-based research in the initial steps of CLIL implementation into HE curriculum and considers expansive learning theory as a theoretical and analytical framework to advance knowledge creation. The deliberate construction of a transciplinary networked learning community is advanced as the outcome and vehicle as the first initiative for CLIL implementation. The partnering and convergence of the knowledge expertise of language experts and subject experts in collaborative reflective practice enhances networked learning within and beyond the institutional boundaries, professional development and learner multiliteracies, including languages, culture, content and digital media. The context for this study is within tertiary architectural education in France where students study architecture in the first language, French, and Language and Communication Skills in the additional language of English as a separate discipline. This lack of convergence appears at odds with the emerging trend and evolution of transdisiplinarity in architectural education and practice where academia and associated professions of architecture, design and engineering increasingly teach, practice and research collaboratively. This desk-based research first examines the significance of CLIL in the European context, its variants, along with the challenges and drawbacks in crossing disciplinary boundaries. The implications for language and disciplinary practitioners and their role are discussed. Transdisciplinary collaborative work, teaching and learning can bridge language and knowledge barriers between the different disciplines in and through the fusion of language learning of, for, and through the languages of architectural practice and content, leading to innovation in curriculum development. Relational agency, in other words calling on the capacity of individuals to jointly work and learn with other practitioners, pedagogies, theories and resources distributed within institutional settings, given that a supportive learning community is possible, can lead to enhanced professional agency, in other words the capacity to act effectively informed by appropriate professional knowledge.. This paper concludes that further research is needed on relational agency within collective activities, such as networked learning communities to advance CLIL implementation.

Developing complex thinking through a systemic framework for water education: a case study on the domestic water cycle in French curricula

This study explores systemic approaches in water education, focusing on the Domestic Water Cycle (DWC) as a complex educational topic. Water education aims to cultivate responsibility for water resources, engage individuals in water-related issues, and promote sustainable behaviours. Understanding water’s complexity is paramount, and systemic approaches offer a promising way to enhance this understanding. This research develops a comprehensive systemic tool for curriculum designers, educators and teachers to implement water education projects effectively. It also analyses the representation of DWC in official documents related to compulsory education in France, focusing on cycles 1–4. Using qualitative content analysis, the study examines these documents in depth. A four-step methodology was developed to create a systemic diagram of the DWC, incorporating various approaches as guiding principles. This diagram was then used to analyze educational programs. Findings reveal progressive development in DWC treatment across educational levels. Cycles 1 and 2 include some DWC elements, but the overall flow is not identified. In Cycle 3, several elements and relationships are not explicitly included. However, Cycle 4 exhibits a stronger systemic approach, addressing DWC complexity. This study demonstrates that integrating a systemic approach and utilizing a systemic tool can provide valuable support in teaching complexity effectively. Furthermore, it suggests this approach can help students develop essential skills such as problem-solving, understanding interrelationships, and making informed decisions across various domains, including environmental studies.

Simulation Training in Vascular and Endovascular Surgery: A Nationwide Survey Among Surgeon Educators and Trainees in France

Vascular surgical training is evolving towards simulation-based methods to enhance skill development, ensure patient safety, and adapt to changing regulations. This study aims to investigate the utilization of simulation training among vascular surgeons in France, amidst ongoing shifts in teaching approaches and educational reforms. A national survey assessed the experiences and perceptions of vascular surgery professionals regarding simulation training. Participation was open to self-reported health professionals specialized (or specializing) in vascular surgery, including interns or fellows. Participants were recruited through various channels, and data were collected via a questionnaire covering participant characteristics, simulation experiences, and perceptions. Seventy-six participants, predominantly male (74%) took part in the survey. While 58% reported access to simulation laboratories, only 17% had organized simulation sessions 1-3 times a year, and 5% had sessions more than 10 times annually. High fidelity simulators were available in 57% of institutions, while low fidelity simulators were available in 50%. Regarding funding, 20% received financial assistance for training, predominantly from industry (18%). One-third of the participants experienced 9 or more sessions (34%), lasting between 1 and 2hours (34%), 30% expressed satisfaction with access to simulation, while 33% were dissatisfied with communication of simulation training opportunities. Despite recognizing the benefits of simulation training, its integration into vascular surgery education in France remains incomplete. Challenges such as limited access and communication barriers hinder widespread adoption. Collaborative efforts are needed to ensure uniformity and enhance the effectiveness of simulation training in vascular surgery education.

How do French teachers understand inclusive education and its implementation?

ABSTRACT While inclusive education is widely promoted around the world, the meaning assigned to it remains ambiguous. Regarding that different interpretations have implications for teachers’ attitudes and behaviours, those interpretations could possibly exert influence on the inclusive school implementation by teachers. The present study sought to identify how French teachers define inclusive education, as well as the reasons they perceive as justifying its implementation. To this purpose, 251 teachers completed an online questionnaire. The results show that teachers’ harbour wide-ranging definitions, with a significant proportion viewing inclusive education as being rooted in an integrative approach (i.e. school viewed as the welcoming place of Special Educational Needs (SEN) students before being the place of their education). Moreover, teachers’ perceived reasons, while mainly based on universalist concerns, also often cite non-student-centred aspects like political strategies or material aspects such as funding. The results of this study may help to understand why difficulties persist in the implementation of inclusive education in France and likely abroad as well.

Mentoring in education: an analysis of international practices and their implementation in Russia

Introduction. In the context of an ongoing discussion about the necessity to enhance the institution of mentoring in Russia, the examination and critical analysis of the experiences of countries where the system of mentoring for novice teachers is regulated at the state level is of undeniable interest. Aim. The study aimed to identify the main features of mentoring in France and determine the potential for applying international experience in the Russian educational system. Methodology and research methods. The research employed the following methods: an analysis of pedagogical literature and normative documents in the field of education in France, and a questionnaire survey of novice teachers working as trainee teachers in primary schools in Paris. As a survey technique, a continuous online survey with a group was employed. Results and scientific novelty. The process of becoming a fully qualified lower primary teacher in France is outlined: it involves passing a competitive examination (CRPE) and successfully completing a probation period. During this probation period, candidates are required to work for one year in a school as a trainee teacher under the guidance of mentor teachers. The research focuses on mentoring practices in France, the pathways to becoming a new teacher mentor, their job requirements, professional training, certification processes, as well as their roles and responsibilities. Based on the results of a survey of trainee teachers, a social profile of a novice teacher in France was created. The main challenges and shortcomings of the participants were identified, and their interactions with mentors were analysed. The collected data enabled the authors to emphasise the benefits of the French education policy regarding entry into the teaching profession and to formulate recommendations for mentor selection and training in Russia. Practical significance. The content of the article will be beneficial for specialists in the field of comparative education and for members of the scientific and pedagogical community engaged in teacher training programmes.

A national survey to assess the state of anatomy teaching in France across various disciplines and professions.

To investigate the current practices in anatomy teaching at French universities in 2023. On January 10, 2023, a questionnaire was sent to all members of the official list of the French Medical College of Professors of Anatomy. Each Anatomy centre was asked to complete this online form only once. The questionnaire covered several key themes, including broad questions, dissections practices, "virtual" dissections, teaching methods and teaching staff. The questionnaire was completed by 26/28 anatomy centres. Access to body donor dissection is reported to be mandatory in 15 of the 26 centers (58%), optional in 10 centers (38%), and "tolerated" in one center (4%). Fifteen of 26 centers (58%) reported having a virtual dissection table for teaching anatomy. Concerning the teaching of anatomy via live ultrasound, 10 out of 26 centers (38%) reported providing it. Regarding the teaching methods used for medical students, chalk and board lectures are the most common method, although the intensity of use varies. Most lectures are given with chalk and board in 42% (11/26) of the centers. In about 73% (19/26) of the centers, tablet lectures are used. Regarding anatomy teachers, it was reported that in 24/26 anatomy centres (92%), more than 50% of the courses for medical students are taught by professors holding the chair of anatomy (21/26 professors (81%), 3/26 associate professors (12%)). The present study endeavors to contribute to the existing body of knowledge on anatomy education by offering insights into the current practices in French universities.

Employment regulation as the warm house for neoliberalism? Comparing higher education in France and the UK

In this article we consider the assumption that representative institutions within the workplace, like such as those existing in France, allow for a sustainable opposition to the employer. The article draws on data from a comparative employment relations project exploring variants of the institutionalisation of labour and the space for alternative forms of engagement with capital. We draw on data and casework in higher education institutions in France and the UK (2017–22). The article elaborates Ross and Savage’s (2021) thesis regarding the formation and trajectory of the neoliberal university, while adding to their prognosis reflections on the consequences of marketisation, especially with regard to social partner institutions and the scope and potential of collective forms of action in a neoliberal environment. Of particular note is Ross and Savage’s argument that the neoliberal university is characterised by varying patterns of work fragmentation, labour intensification and actor-internalised pressure to conform. Ironically, what seems possible is that the closer regulatory employment relations environment in the French context provides a warmer, less unstable, environment for neoliberal educational practices than is the case in the UK. In a story that also addresses labour domination and opposition, we frame the experience of labour in France as inclusionary-subordination/exclusionary-incorporation and in the UK, exclusionary-subordination/inclusionary-incorporation.

Lahirnya Negara Islam Sekuler Turki dan Ide Pembaharuan Mustafa Kemal Attaturk

This article discusses the History of the Islamic State of Turkey and the Reform Ideas of Mustafa Kemal Atatürk. The birth of a modern state is derived from modernity ideas. The interaction between nations contributes to the transmission of ideas about the modern state. Similarly, in Turkey, the idea of the modern state in Europe was transmitted through Mustafa Kemal. As a figure who underwent military education in France, specifically at Picardie Manuvers, he had the opportunity to absorb reform ideas, leading him to transform Turkey into a modern state. Mustafa Kemal saw that the Ottoman Turkish government was not an ideal type of modern governance. The Sultan had absolute power and was not constrained by laws. There was no parliament to control the Sultan's authority. Additionally, the Sultan was powerless against Western influence in bilateral relations, as the West gradually dominated the Ottoman Turkish territory. Subsequently, Mustafa Kemal established an anti-government movement through his organization, Vatan, and boldly resisted the West, successfully reclaiming Turkey's territory from the Allies. Mustafa became renowned among the people and was considered a hero, receiving support and sympathy from the Turkish population.

Preserving Jewish Identity Without Returning to the Ghetto: A Case Study of the École Maïmonide, France's First Jewish Secondary School, 1935–2022

ABSTRACT: This article analyzes the history of France's first Jewish secondary school: the École Maïmonide, from its founding in Paris in 1935 to the present day. With close to 1,500 pupils today, it has become one of France's largest Jewish schools. Born out of a fear that exclusive reliance on secular French public education could lead to the inexorable erosion of Jewish religious practice and culture in France, the École Maïmonide was designed to provide French Jews with a Jewish alternative to the State's lycées, where pupils could follow a solid Jewish studies program alongside a high-quality general studies syllabus. While such a project implied a degree of separation from mainstream French society, the École Maïmonide's founders remained committed to public education for the majority of Jewish youth and the full integration of their pupils into French society. Analyzing the ways in which these aspirations materialized in the school's day-to-day organization and how the balance between them evolved throughout its history, this case study seeks to further our understanding of the history of Jewish education in France as well as the evolution of the discourse on identity preservation within the French Jewish community.

L’histoire de l’éducation en France. Des dynamiques transdisciplinaires dans un champ de recherche éclaté

This article outlines the main characteristics and trends of the history of education in France since the 2000s. It also provides an overview of the work done by the Association Transdisciplinaire pour les Recherches Historiques sur l’Éducation (ATRHE), founded in 2011, to assume the plurality of scholars’ disciplinary affiliations and stimulate new research dynamics.

Adriana Araneda (1936-2023) and the teaching of landscape: itinerary of a Chilean teacher in France

Adriana Araneda (1935-2023), a Chilean architect and teacher with a strong commitment to the teaching of architecture, was forced into exile when the military regime was installed in September 1973. What vision of architecture and pedagogy did she bring to the school of architecture in Paris La Villette (UP6)? How did her knowledge and theories travel and adapt in this new context? This article portrays her trajectory and her pedagogical work between France and Chile: from her higher studies and her first approaches to the teaching of architecture, in the faculty of architecture and urbanism of the University of Chile, to her pedagogical developments in Paris, in the French schools of architecture that were then in gestation. Therefore, it attempts to represent his contribution to the pedagogical renewal of architectural education in France, particularly in the field of landscape and the visual arts, with an effervescent and subversive environment as a backdrop.

Francuski model edukacji medialnej i informacyjnej. Krytyczna analiza szans i zagrożeń

The French model of media and information education. A critical analysis of opportunities and risks The French model of media and information education is well developed. Its basis is the educational and cultural policy of the government of the French Republic. These activities have the character of centralised and statified activity. However, in order to effectively assess the opportunities and risks associated with their effectiveness, it is necessary to embed the analysis in the concept of media cultures and diversity in the media. In addition, the dynamically changing media world must be taken into account. The foundations of media and information education in France (EMI) are analysed, as well as its elements such as, the actors responsible for this policy, the way it is influenced, the recipients of this policy. The research problem thus defined, analysed on a conceptual basis, has shown that the French model exists efficiently, but needs to be redefined in terms of priorities and audiences. This redefinition of activities is mainly due to the socio-political situation in France, which EMI does not seem to take into account.

The impact of the Montessori Education on early number learning in French pre-schools

There is a paucity of research on Montessori Education's impact on learning, especially in France. In this article, we present a study comparing the development of early number learning in preschoolers through Montessori Education with “conventional” education in France. Using a cross-sectional design and random assignment of children, we evaluated 131 French preschoolers (aged 5-6) enrolled at the same public school following either Montessori Education or conventional education over three years. Students were evaluated with the Woodcock-Johnson III (WJ-III) Applied Problems sub-test and a test designed by researchers in math education. The Montessori curriculum was associated with outcomes that were comparable to the conventional curriculum on math.

Accounting Education in France

This paper presents a retrospective analysis of the development of accounting education in France. The study encompasses the regulatory framework applied in the higher education institutions where education in accounting is available. Both specialized higher schools and universities of broad education profile come within the survey. The main method employed is the method of description and analysis of the contents of publicly announced academic documentation available on the websites of these higher education institutions. The results are uniformity of Bachelor’s degree programmes to a considerable extent and classification of Master’s degree programmes according to the future professional realization of students. The tendencies towards lack of foreign students and reduced interest to programmes in French are highlighted as major areas of concern.

Journalism Studies and Journalism Education in France and in Germany

Journalism research and journalism education are highly interlinked, but in each country or in each cultural context there is a certain way of teaching and researching journalism. France and Germany, despite their proximity, have two different histories and developments regarding these topics that have an impact on today’s journalism studies in both countries. While journalism is one of the main research topics in German communication studies (Kommunikationswissenschaft), this is not the case in France within French communication studies (Sciences de l’information et de la communication, SIC). A look at today’s research topics and perspectives underlines the differences between these two countries: Whereas German journalism studies are more theory oriented with some dominant theoretical perspectives and approaches, French journalism studies are less structured around major theories.

On historical origins of preschool education: Pedagogical activity and concept of Marie Pape-Carpantier (1815-1878)

The system of preschool education, which is currently undergoing the process of transformation, needs to have its contents updated and innovative technologies implemented into the organization of educational process in preschool education institutions. To implement the abovesaid, it is valuable to make an attempt at retrospective consideration of the origins of the preschool education system, which outlines the relevance of the suggested research. The purpose of this scientific inquiry lied in performing a historical and pedagogical analysis of the activities and concept suggested by the founder of French preschool education, Marie Pape-Carpantier, and in identifying its progressive views in accordance with modern considerations. To achieve the stated goal, a combination of the following methods was used: theoretical analysis, synthesis and concretization, historical and pedagogical (retrospective and chronological-structural), pedagogical historiography, systematization and generalization. The article reveals peculiarities in development of public preschool education in France in the middle of the 19th century, based on the study of pedagogical heritage by Marie Pape-Carpantier (1815-1878). The author highlights historical significance of the French pedagogue Marie Pape-Carpantier in the context of biographical data regarding both her immediate work with preschoolers in shelter rooms and training of qualified personnel for such institutions. The research puts emphasis on the means of education applied by the French pedagogue in shelter rooms to engage in physical, mental, moral, labor and aesthetic education of children. The article singles out main progressive ideas regarding organization of educational process with children of preschool age: consideration of every child’s individual development and current level of their knowledge, compliance with principles of cooperation, moral behaviour, visual aids, activity-based approach (in particular, use of games), and requirements to teachers. The scientific and practical value of this research is envisaged in supplementing the teaching material of the educational component “History of Preschool Pedagogics” with information on the founder of French public preschool education Marie Pape-Carpantier

European Union Strategies Extrapolation for Boosting Students’ Media Literacy in Ukrainian Higher Education

Purpose. The paper deals with the realization of Erasmus+ Jean Monnet Module project that contributes to the strengthening of the role of media literacy among citizens. The aim of the article is to regard practical aspects of media literacy and critical thinking development for higher education (HE) institution’ students in the context of foreign language learning, considering European and Ukrainian experiences.
 Methodology of the study involved analysing and generalizing scientific sources to uncover the main issues under investigation; collecting and summarizing valuable points from scholars’ contributions worldwide, intercultural communication observations and descriptions.
 Results. The project “European Union (EU) strategies extrapolation for boosting students’ media literacy in Ukrainian HE”, initiated in SNAU with the support of Jean Monnet Foundation within the EU Erasmus+ Program, is targeted at popularizing the main directions of EU policy in the field of media education. While reviewing the European discourse on media literacy it was found that the key strategies in British media education are media authorship, ownership and control, ways of achieving the effect of influence and encoding information of media texts, etc. Finnish media education’s overall goal is enabling students’ analysis of the present and the desired future, and decision making to move towards the desired future. Media education in France is largely determined by semiology, discourse analysis, film analysis, promoting citizens’ participation in the public life, a critical approach to advertising and active resistance to its influence. Austrian and German media education focuses on the control over media with potentially harmful or dangerous content and the development of responsible communication culture. Integrating media literacy into foreign language training is revealed to be essential as it can introduce real-world topics and scenarios relevant to students. The compilers of the training course syllabus considered important European documents on media literacy and language education selecting topics, establishing learning objectives, defining learning outcomes, and setting evaluation criteria.
 Conclusions: The results of this study suggest that media literacy skills should be a compulsory subject in all branches of educational faculties and developed throughout life. The training course should be based on advanced innovations and achievements in this field, considering European and Ukrainian experiences.

Fransa Ortaokul Tarih-Coğrafya Öğretim Programlarının İncelenmesi

French and Turkish societies have been in intense interaction in every field since the Ottoman Empire period. For this reason, it is important for the future of both countries that the republics of Turkey and France follow and interact with each other in the field of education as in every field. Because France has had important effects on the shaping of the Turkish education system. In this context, the developments in the field of education in France should be closely followed. In addition, the developments in France after the French Revolution of 1789 have influenced all societies on issues such as human rights and democracy and helped the concept of citizen to have its current meaning. For this reason, it is important to examine the current situation of disciplines such as Social Studies, which are directly related to human and social life, in France. However, when the relevant national literature was analyzed, it was found that there are very few studies on this subject. This situation was seen as an important gap in the national literature and it was thought that a study on the History-Geography course, which is taught in France as an equivalent of the Social Studies course, would make an important contribution to the literature. With this in mind, it was aimed to examine the History-Geography Course Curriculum being implemented in secondary schools in France. The research is a qualitative study and document analysis method was used. Descriptive analysis method was preferred in analyzing the data. As a result of the research, it was seen that the curriculum being taught in secondary schools in France consists of three parts as skills, content, learning and teaching process, the content is arranged in the form of themes and subjects, themes and subjects are arranged separately according to grade levels, and there are no target achievements in the curriculum. It has been concluded that the themes and topics related to history in the curriculum are mostly oriented towards France and European societies, considering the multicultural and cosmopolitan structure of France, the curriculum is not multicultural enough for the minority groups in France, and the geography topics are created with a more universal perspective for different regions of the world compared to history topics. In addition, it has been determined that there is no section on evaluation in the curriculum, but it is recommended to use process-oriented evaluations based on performance as well as exams in the learning-teaching process.

Comparing and contrasting approaches to education for transition and transformation

ABSTRACT A comparative analysis of two approaches to education in two academic literatures in two languages is the basis for discussion of how education systems should respond to contemporary transitions in the world in an Anthropocene age. The first approach is based on francophone literature and argues for an ‘individual pedagogical education’ in contrast to the ‘social normative education’ which dominates mainstream education in France. The second anglophone approach focuses on how education can – and in experimentation has already – prepare learners for social action as denizens of their community even before they are formally citizens, with voting and similar rights. The combination of the two approaches suggests that current global transitions demand responses which involve substantial transformations in learners and that education systems must accept this responsibility.