Education In France Research Articles

Życie i praca Piotra Bańkowskiego (1885–1976)

Archivists, librarians and historians remember Piotr Bankowski (1885–1976) chiefly as the expert and member (later on vice-president) of the Polish delegations in Soviet Russia for reclaiming Polish cultural goods, during the interwar period. Heis also associated with the Polish National Library, where he served as custodianof manuscripis, as the editor-in-chief of the journal Archeion, and finally as one of the organizers and donors of the Łomza Scientific Society. In 1912, Bankowski graduated from the Jagiellonian University in Cracow, with a doctorate in philosophy. Thanks to a fellowship granted by the Mianowski Fund, he continued his education in France, where he stayed until 1915. Returning to Poland through Russia, had to pause for a longer period in St. Petersburg, where he earned his living teaching Polish literature and history in high schools, and at the Polish Higher Courses. In 1918, after his return to Poland, first he was appointed assistant and then director of the State Archives in Lublin. In 1924, he moved to Warsaw to take part in the archival works on the materials of the former Orthodox Church Consistory. During the years 1927–1936, he was part of the Joined Polish-Soviet Special Commission for Re-evacuation of Polish cultural goods in Moscow and St. Petersburg. From 1935 until 1940 he was employed by the Polish National Library in Warsaw. During the Warsaw Uprising in 1944, he remained with the most precious archival collections deposited at the Sokolnicki Fort, guarding the materials. After the war, from 1951 until 1976, he was the editor-in-chief of the archival journal Archeion Apart from professional responsibilities, Bankowski was an activist devoted to the Łomza region, from which his family originated, and to the professional organizations of Polish archivists, librarians and historians.

Schools without a law: Primary education in France from the Revolution to the Guizot Law

The French Revolution substantially impacted primary schools as it suppressed one of their major funding sources, taxes collected by the clergy. Nonetheless, the geographical distribution of schools and enrollment rates remained relatively stable until late into the nineteenth century. In this article, I show that understanding the reorganization of primary schooling after the Revolution is essential in accounting for these long-lasting variations. By using data at the level of schools and an IV strategy relying on the trade cost shock caused by the Napoleonic blockade, I first show that municipalities took over the control of instruction in richer and growing areas. Secondly, I demonstrate that, by subsidizing schools, municipal authorities contributed to lower schooling fees and to increase enrollment. Finally, I show that human capital accumulation was higher in the schools provided with public grants, which influenced positively the subsequent development of municipalities. Public investment in education is therefore a key determinant of knowledge accumulation in nineteenth-century France.

Исторический анализ возникновения и развития систем обеспечения качества высшего образования во Франции

Исторический анализ возникновения и развития систем обеспечения качества высшего образования во Франции

Effect of COVID-19 on Dental Education and Practice in France

The coronavirus disease 2019 (COVID-19) is an acute infectious disease leading to a global pandemic. Dental professionals (dental staff, academics) and students are one part of the healthcare workers that face the greatest severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) risk. Consequently, several measures were imposed to limit the spread of the virus, the overload of the health system, and to protect the dental professionals and students. This brief communication focuses on chronology of COVID-19 related events, the temporary modifications, and the potential impacts on dental education in France

The Triggers for Internationalization and Quality Enhancement in Higher Education of France

The article analyzes the internationalization strategies and the quality assurance systems of France and Université de Lorraine. It has been found out that the goals, proposed in the national and institutional internationalization strategies, include strengthening policies to improve the reception of international students, young researchers and staff.
 It has been noted that Haut Conseil de l'évaluation de la recherche et de l'enseignement supérieur and Université de Lorraine are partners in the project «Implementation of Education Quality Assurance System via Cooperation of University-Business-Government in Higher Education Institutions» (EDUQAS Project), aiming at improving education quality assurance systems through the development of efficient internal quality standards leading to graduates’ better employability in partner countries.
 Haut Conseil de l'évaluation de la recherche et de l'enseignement supérieur and Commission des Titres d’Ingénieur are authorized to conduct international accreditations of study programs. Université de Lorraine Délégation à l’Aide au Pilotage et à la Qualité promotes a culture of continuous improvement and organizational development based on the tools of quality management and process control.
 It has been noted that participation in EDUQAS Project stimulates further development of QA systems at the national and institutional levels; wider participation of stakeholders in higher education quality enhancement and internationalization; higher education quality monitoring through stakeholders’ surveys; monitoring graduates’ career paths in partner countries.
 The legislative basis, internationalization strategies and quality assurance institutions at the national and institutional levels, networks of stakeholders involved in internationalization and quality assurance processes, participation in the international projects have been identified to be triggers for internationalization and quality enhancement in higher education of France.

Interview with Pr Bruno Poucet, Professor of sciences of education, University of Picardie Jules Verne, Amiens, France

Born in 1952, Professor of sciences of education at the University of Picardie Jules Verne (Amiens, France), Bruno Poucet is a French renowned historian of education in France. He has conducted and realized various researches on education (and their interactions with politics) in contemporary France. He worked on the history of education policies of the French ‘Fifth Republic’ (founded in 1958 by Charles de Gaulle) at the national level and in the Picardie region - where he lives and works. He is interested in the history of secondary and higher education, private sector of education, school secularism (called in France «laïcité») and the teaching and curriculum of philosophy. Eclectic in his areas of interest, he has also been deeply committed in the functioning of the French education system. He has been a long-time teachers’ union deputy leader at the CFDT (currently the major trade union in France). In 2011, he has created the CAREF research unit (Centre Aménois de Recherche en Éducation et en Formation, specialized in educational studies), at the University of Picardie Jules Verne.He has kindly accepted to be interviewed by Ismail Ferhat, Associate professor at the University of Picardie Jules Verne (CAREF research Unit/Teachers training school of Amiens), for the review Espacio, Tiempo y Educación, in spite of the difficult sanitary situation in France, in April 2020.

From the ‘science’ of practices to management science: milestones for a history of management education in France (1900s-2000s)

ABSTRACT France is not usually perceived as a Nation of Managers and Management even if Frenchmen, like H. Fayol could probably be considered as one of the inventors of modern Management. Another misconception about France is that most of its modern management models and methods have been imported from the USA after WWII. Does this mean that nothing existed before this time in France? This paper aims to provide a contribution to this debate by offering a study of French Management Education. A historical journey back to the early roots of French management Education is required to confirm or interrogate the possible existence of a management ‘à la française’.

Supporting student-teachers in the multicultural classroom

ABSTRACT The linguistic and cultural diversity which increasingly characterises European schools raises questions for both teachers and teacher educators. Can the diversity present in the learning environment be used constructively in building positive attitudes towards diversity in wider society? This study, based on a corpus of interviews with student primary school teachers engaged in a two-year programme of initial teacher education in France, investigates their readiness to meet the challenges of the multicultural classroom. Their attitudes towards the cultural and linguistic diversity of their classrooms, and their capacity to go beyond simply ‘managing’ the situation are analysed. The results suggest that without major changes in approach at the levels of teacher education, schools administration and within schools themselves; the rich possibilities to develop positive attitudes to inclusion and interculturality offered by the presence of plurilingual and pluricultural children in primary school classrooms will continue to be overlooked.

Design of a didactical resource to introduce chemical formulas in secondary school

This paper presents the research conducted to create a history-of-science-based resource that would introduce students to chemical formulas in secondary education in France. This elaboration is based on theoretical frameworks dealing with educational reconstruction of teaching-learning sequences and on the analysis of teaching practices. Preliminary empirical investigations conducted with students and some teachers show the need to articulate the registers of models, reality and language at the submicroscopic and macroscopic levels for learning the concepts of chemical change and chemical reaction. The first part of the resource is implemented in the classroom. The second part that allows to write the reasons justifying the chemical formulas is rejected by two teachers. This leads to a first proposal of the evolution of the resource.

National testing in education in France: Statisation, rationalisation and politicisation

In this paper, we analyse the trajectory of the French testing policy in education since 1973. Regarding its statistical tradition and its ability to produce its own evaluation tool, France may be regarded as an interesting case to interrogate the capacity of national educational systems to meet international standards of testing. Anchored in a perspective of sociology of public action, we show that the development of testing in France is the outcome of specific policy configurations that themselves depend on various types of factors. Using materials drawn from four qualitative research studies on testing and evaluation, we argue that this policy trajectory can be interpreted as a statisation process in which state administrations and political leaders both increased their power on society and imposed their categories and own interests to policy actors. This statisation led to a rationalisation and a politicisation of testing. Testing development did not lead in France to a deep transformation of governance patterns: it rather merged into traditional modes of regulation of education and confirmed them to some extent. Testing is thus an interesting way to study the propensity of the French education system to redefine global problems according to domestic stakes.

ОРГАНІЗАЦІЙНО-МЕТОДИЧНІ ЗАСАДИ ПІДГОТОВКИ ВЧИТЕЛІВ В УМОВАХ ІНКЛЮЗИВНОЇ ШКОЛИ У ФРАНЦІЇ

The article is devoted to the research of organizational-and-methodological fundamentals of training the pedagogical staff to work in the conditions of inclusive educational environment in France. The peculiarities of training the first and second grade teachers for the introduction of inclusive forms of teaching in the educational practice of France have been highlighted. In particular, the emphasis has been placed on the formation of professional qualities of teachers, their skills and competences, which contribute to the effective implementation of the process of education and upbringing of children with special educational needs.Attention has been drawn to modernization of the training of pedagogical staff providing inclusive education in France. The problems of formation of the teachers’ professionalism in the field of inclusive education have been outlined. They are connected with the high level of requirements for the teachers’ organizational-and-pedagogical activity, the ability to work in a team and possess the necessary legal basis. In the article it has been emphasized that an important means of providing the quality educational services in the inclusive education system should be the outstripping modification of the content of training of inclusive education staff, based on continuous learning and self-improvement. It involves the need for constant improvement of curricula, teaching methods, advanced training courses, etc. In the French education system, the advanced training of the teaching staff is provided through lectures, practical classes, consultations with various specialists, and through the use of specialized professional online platforms.

Evolution of cooperation between France and Germany in the field of higher education

For the first time in Russian-language historiography on the basis of an analysis of the most important components of Franco-German cooperation in the field of higher education the evolution of cooperation between higher education institutions of France and Germany in the post-war period is presented. The prerequisites for Franco-German cooperation after the Second World War are determined. The evolution of academic mobility between these countries is considered. The results of activities to create equivalents of documents on higher education in France and Germany are revealed. The Franco-German joint institutions of higher education are characterized. The aim of this work is to consider the evolution of cooperation between France and Germany in the field of higher education in the post-war period of time through the prism of its key aspects. The relevance of this study is due to the lack of research on this issue in Russian-language historiography. In addition, the study of Franco-German relations in the field of science and higher education in the post-war period is also of practical importance, since the experience of this cooperation, or its individual aspects, can be used in the field of higher education and science of our state. As a result of the analysis of key aspects of the Franco-German university cooperation, the following stages were identified in bilateral cooperation. 1. Establishment of Franco-German educational cooperation (1949–1963) – a period of post-war contradictions and the emergence of academic mobility between universities in France and Germany. The intensification of Franco-German cooperation in higher education was due to the unfolding Cold War and the ongoing process of European integration: the cultural sphere acted as a means of overcoming Franco-German antagonism. 2. Franco-German cooperation after the conclusion of the Treaty of Elysee (1963 – the end of the 1970s) – a period of expansion of academic mobility and the creation of new tools for its implementation; at the same time, this period of cooperation was marked by a shift in the attention of the governments of France and Germany towards national education issues. 3. The beginning of the process of institutionalization of Franco-German cooperation (late 1970s – 1993). The transition to the third stage of cooperation is due to the emergence of new trends in bilateral educational partnerships: the creation of coordinating institutes and joint educational institutions and the beginning of solving the problem of equivalence of diplomas. 4. The cooperation of France and Germany after the formation of the EU in 1993 – the Franco-German partnership at the present stage and within the European Higher Education Area. The implementation of the provisions of the Bologna Agreement in practice significantly unified the higher education systems of France and Germany, which facilitated bilateral academic exchanges, and the two countries’ participation in European educational programs became an additional incentive for their intensification.

Co-intervention en formation professionnelle : représentations des enseignants

Vocational teaching in France is structured around two components: a general component and a vocational component. However, the link between these two components is often difficult for students to make. In the context of the implementation of a new system, namely the co-intervention between a teacher of vocational component and a teacher of general component, we propose to set up a research-action system. Therefore, we propose to focus on the representation that a group of teachers have of this new organization. Through the analysis of speeches, we’ve determined constraints, resources and goals they identify regarding this new organization.

Teachers’ role and their difficulties for career education in France: From the viewpoint of relationships with career counsellors

Teachers’ role and their difficulties for career education in France: From the viewpoint of relationships with career counsellors

Applying Alain Bergala’s ‘three-phase’ model to the history and development of film education in Slovenia

This article uses the three-phase model proposed by Alain Bergala to explain the history and development of film education in France as a sympathetic framework through which to illuminate a double history of film education, first in Yugoslavia, and more recently in Slovenia. Surveying both continuities and discontinuities, this article details some of the key institutions and personalities that have shaped the history of Slovenian film education, before exploring some of the contemporary challenges practitioners continue to face within an evolving film education sector.

Professional Adaptation of North Caucasians in Emigration (1920–1930s, France)

This article considers models of the professional arrangement of North Caucasian émigrés in France in the 1920s and 1930s. Using new archival and field ethnographic materials, we explore the social and political activities of North Caucasians as a profession and as a view of life; and the activities of the Caucasian group of oil owners (leader — Nobel), who before the Revolution were engaged in oil production in the Caucasus or owned shares of oil firms. France had the most cars in Europe for the 1920s and 1930s. Therefore, it was not surprising that many emigrants from Russia, including North Caucasians, began working as chauffeurs, taxi drivers, and auto mechanics. In addition, they often became employees of auto factories (e. g. as specialists and laborers). Since there were many military people among North Caucasian émigrés, many they decided to join the French Foreign Legion. Emigrants from the North Caucasus pursued publishing, literary, journalistic, scientific, and teaching activities. In Russia many North Caucasians received a legal education but could not work as lawyers in France. Medical activity was also rare. In emigration there were several North Caucasians who became artists, singers, and dancers who performed in restaurants opened by North Caucasians. The children of the first wave of North Caucasian emigrants, as a rule, received higher education in France, and many of them managed to obtain excellent careers.

THE FRENCH MODEL FOR ASSESSING THE QUALITY OF HIGHER EDUCATION: CURRENT TRENDS

The article deals with the current state of development of higher education in the French Republic. The higher educa-tion quality in France in the light of the European tendencies has been highlighted; the French model for assessing the quality of higher education has been analysed. The concept of higher education quality has been stated; the structure of France’s higher education has been provided. The effectiveness, innovation and productivity which are expected from higher education in Europe today, have been emphasized. The significance of the continuing assessment in the French education system has been stressed. The historical background for the development of the French model for assessing the quality of higher education has been considered. The bodies participating in evaluating higher education in France have been analysed, and their roles and tasks have been stated. The possibility of the use of the positive French experience in higher education quality evaluation in Ukraine has been stated.

MODERN TUNUS ROMANINA BİR BAKIŞ

MODERN TUNUS ROMANINA BİR BAKIŞ

Музыкальное образование в современном лицее Франции

The study reveals the main forms and content of music education that students get in the modern Lyceum in France. The authors translated and analyzed articles and books devoted to the topic, as well as regulations (laws, decrees, enactments, circulars, instructions, and programs) published in the official journals of the Ministry of National Education, which show the vector of development of specialization «Music» in the French Lyceum. Against the background of a brief historical review, which reveals the trend in music education consisting in transition from the academic tradition of teaching to a competence-based, practice-focused approach, special attention is paid to the program requirements of 2019. The authors make a conclusion that it is relevant to relate some aspects of teaching in the sphere of music education in France with modern conditions in Russia.

Philosophizing with a historiographical figure: Descartes in Degérando’s Histoire comparée des systèmes de philosophie (1804 and 1847)

The writings by the ‘state philosophers’ of nineteenth-century France are often seen, either as entirely driven by political or ideological concerns, or reduced to mere history of philosophy. Hence, ironically, those who established the philosophical canon that still now informs philosophy teaching in France were themselves excluded from that canon. Using the heuristic concept of a philosophical figure, this article intends to show how, for these philosophers, historiography represented a seemingly inoffensive, but in reality, extremely efficient means of searching out philosophical alternatives to the institutionally dominant philosophy of Victor Cousin (1792–1867). Focusing on the almost forgotten case of Joseph-Marie Degérando (1772–1842), I show how he used the philosophical figure of Descartes and how he used it to counter Cousin.